Providing Opportunities for Our Youth
An Independent Research Paper
March 1, 2012
Heather N. Yeager
The Need
Single parent families, poverty and American market inflation are some major factors contributing to the epidemic of unsupervised children in the United States. Youth crime rates are rising, incarceration statistics for teenagers are swelling and teen pregnancies are abundant (Tucker, 2006). Some experts propose that this lack of supervision, whether by abandonment or need, is the primary foundation for these issues. Several explorations in the field of child development have been implemented determining the psychosomatic effects on adolescence. It has been suggested by some that it speeds up the rate in which young people mature, the result is the loss of their childhood. Others have claimed that adolescents do not grown-up quick enough to make mature and responsible decisions on a regular basis. Whether right or wrong, the concerns of people on both sides of the argument need to be addressed. Though teenagers are often deemed as unimportant, disinterested or apathetic, one thing can be readily agreed on; tomorrow afternoon, ten million of them will go home after school – alone (Collins, 2006). After school hours are prime times for teenage drug and alcohol use and other dangerous behaviors. You would think that the most hazardous times for our youth would be between the hours of 9pm and 6am, but when in reality it is typically between the hours of 2pm and 8pm; the time in which they are left by themselves while their families are at work.
Every day, as many as 77 percent of American youth are labeled by special definition: Latchkey Kids. Latchkey kids are children who carry a key in their pocket, bag, purse - anywhere on their personal being. The reason they carry this key, and derive the namesake, is because the abodes for which those keys are intended are empty when they arrive there. From the time they come home from school until such time as a parent gets home from work, they are unsupervised. Studies from the Census Bureau estimate that as many as ten million youth are left home alone, every afternoon - every day of the week. Due to several socioeconomic factors, the number of latchkey kids is substantial, and the already alarming numbers are rising (Collins, 2006).
Single parent families are fast becoming one of the largest factors in the increase of latchkey kids. Over 27 percent of children under the age of 18 will be raised in a single family home (Chasnoff, 2000). In 2004, 73.2 million children under age 18 lived in American households. Twenty-six percent of all children (19.3 million) lived with one parent. The majority (88 percent) of these children lived with their mother. Overall, 94 percent of children lived with at least one biological parent, while 8 percent lived with at least one stepparent and 2 percent lived with at least one adoptive parent. The description of an adoptive parent can range from an existing relative, like an aunt, uncle, older sibling or grandparent, to a person indirectly related to the child/children. From the point of view of the parents, 30.2 million fathers had their children under age 18 living with them, while 37.8 million mothers lived with at least one of their children under age 18 (Kreider, 2008). It is becoming more of a common occurrence in this day and age for a mother, or a father, to play both parental roles for their child/children. Grandparents gaining custody for their grandchildren and becoming the child’s main parental figure has also become a frequent result of abandonment and removal of the child from the biological parent(s). About 6.5 million children lived with at least one grandparent, and 1.6 million of these children had no parent present (Kreider, 2008).
Poverty also plays a significant role in our children being left at home by themselves after school. According to statistics, from the Current Population Reports provided by the U.S. Census Bureau, 18 percent of children under the age of 18 were living in poverty in 2004. This aspect, which will manifest itself in many ways, is the leading reason why so many kids are being left home alone. So often, parents are looked down upon for having children home by themselves before they return from work; yet the increasing cost of childcare is never considered (Collins, 2006). "Among the 22 percent of working poor families headed by single mothers who paid for child care, 40 percent spent at least half of their cash income on child care, and another 25 percent spent 40 to 50 percent" (Chasnoff, 2000). Many feel that the alternative to leaving their child/children home alone for 2 to 3 hours after school is a feasible compromise for the costly price they will have to pay for childcare. When given the option to either spend half their wages on childcare, versus having the kids stay home alone (often times with other friends or siblings), professional care becomes less and less of an option (Collins, 2006). Typically it is not an issue of neglect on the part of the parental figure, rather a way of survival. Generally this hard decision is not made in haste, but rather due to the circumstances of a single income family.
Poverty is not prejudice. It plagues many other family settings beyond the single income family, for example, married and multi income families and households headed up by the elderly & retired. The percentage of children living below the poverty level varied by the number of parents with whom they lived; as the following statistics show. One-tenth of children living with married parents were below the poverty level, this was the case for 29 percent of children living with no parents and 34 percent of those living with one or two unmarried parents. Among children living with two unmarried parents, 31 percent were living in poverty. Children living with their unmarried mother only were twice as likely to live in poverty (37 percent) as children living with their unmarried father only (17 percent). Studies have shown that, children living with grandparents were more often living in families in poverty than were children living in households with no grandparents present (22 percent and 17 percent, respectively) (Kreider, 2008).
Statistically, secondary education is not prevalent upon single parent families. With an overall increase in unemployment, coupled with the decline of higher paying vocations, the margin between the working poor and middle-to-upper class is ever expanding. The minimum wage rate is rising, as is the cost of living. However, average hourly and salaried wages hover within one to two percent increase, unchanged by rising costs of living. Several factors, including real estate costs, gasoline price inflation, electronic commerce, even internet file sharing all have played key roles in the financial mismatch of monies spent versus monies earned. Though on paper there is more density to the American economy than ever before, the heft of this weight is represented by a very small population. Simply put, the rich are getting richer and the poor are staying poor (Collins, 2006).
Latchkey, Outreach, Enrichment and Subsidiary Programs
Latchkey Organizations: programs for school-age children that occur after the school day ends.
Youth activity organizations are beginning to develop in many areas throughout the United States all with similar goals in mind; to give back to their communities and aid our youth by providing after school activities so our children do not have to be left alone. Not all, but most latchkey and outreach programs are non-profit organizations. Their funding typically comes from city recreation departments, federal aids or grants and from corporate and private philanthropists, donors, who want to make a difference in our youth. There are some programs which charge a membership fee, which usually includes attendance and participation for a year and materials, but the cost is typically inexpensive; this is thanks to external support from generous donators and sponsors. Some examples of local and national organizations that are already making a difference are the YMCA, the Jewish Community Center (JCC) of Toledo, OH., YAYA Young Aspirations/Young Artists out of New Orleans, LA., Sylvan Learning® Center, local school districts, neighboring churches of all denominations and the Boys and Girls Club of America (BGC). School-age children between the ages of 5 and 14 spend up to 80% of their time out of school. These hours represent an opportunity to help children grow and acquire important social, emotional, cognitive, and physical skills and to help them develop lifelong interests. This time can also be used to provide support for the academic challenges faced by children each day in school (Coltin, 1999). After school programs can provide an abundance of opportunities to our youth such as enrichment activities in science, math and horticulture, extra help on their homework and special interest clubs like music, art or sports. All of these opportunities create a safe productive environment for our children to be involved with so that they gain confidence, succeed in school and stay out of trouble. Long term success for their future is the goal for our children and that is what these types of enrichment programs can do for our youth.
I want to shine a light on one particular outreach/after school program which I feel is doing a lot for our youth all across our nation, the Boys and Girls Club of America (BGC). They are a tremendous aid and benefit to quite a few communities throughout all 50 states, as well as locations in Puerto Rico, the Virgin Islands, and US Military Bases. In total these Clubs serve over four million boys and girls and employ about 50,000 staff members. Their mission is to enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens. (E. Crison, personal communication, February 26, 2012). I have noticed that each individual location has their own personal mission as well based around their own community’s needs and expectations. BGC only charges $5 a year for membership and they in turn provide a plethora of life changing and affirming activities for youngsters. Their core programs like the Arts, Health & Life Skills, Sports, Fitness & Recreation, Character & Leadership Development and Education & Career Development provide a firm foundation for responsible and character building youngsters. They cater to children between the ages of 5 -19; some ages may differ slightly, but their main focus groups are usually school age children. BGC’s hours of operation during the school year are Monday through Friday 3pm to 7pm for ages 5 to 12 and 3pm to 9pm over the age of 12. Their holiday and summer schedule differs slightly and is universal to all ages being open from 11am to 7pm Monday through Friday. Their schedule meets the needs for children during the projected danger hours after school and provides a safe and up lifting environment for kids to develop.
During my research I had the opportunity to speak with one of the BGC directors, Erin Crison, in Grand Rapids, MI; the Steil Club on Straight Ave. This particular club accommodates around 128 children on a daily basis. They provide all of the core programs as well as teaching healthy life skills, how to be morally responsible young people and positive role models to their peers. They have a lot of hands on activities to get involved with for instance, Just Build It and cooking classes. They encourage awareness and participation in world aid functions by helping other countries in need. Back in October 2011 they collected food for Haiti and shipped it to people who were without nourishment in the campaign “Kids Against Hunger”. They also provide adjunct instructors to come in and teach the kids additional skills; for example break dancing which is all additional costs to the program, but not to the children. Like other outreach programs, they try to be there for the kids; helping them with their homework, keeping them on track and focused towards a bright future. Their funding comes from special events that are held throughout the year, federal grants, and donations from corporations and from individual private donators; this club gets most of their funding from the individual donations. (E. Crison, personal communication, February 26, 2012). They try and accommodate all types of children and learners, but it is a case to case environment. According to Crison, if they are unable to meet the requirements necessary for children with special needs, there are other after school organizations in their community who are able to cater to them specifically; like the Lincoln School program in Kent County, MI. Lincoln School provides services and even boarding for children who have severe emotional, cognitive and other disabilities.
Each year they take time to recognize Club members who have demonstrated outstanding leadership, character and service to the Club and the Community; entitled Youth of the Year. These are young people who truly embody what it means to be a member of Boys & Girls Clubs. The chosen Candidate for Youth of the Year goes on to represent their organization at the state competition level in April. Youth of the Year is a very prestigious honor; they become the face of their organization for one year. (E. Crison, personal communication, February 26, 2012).
Transportation is a topic that was brought to my attention throughout my research and I have found, through my interview with Ms. Crison, that this particular program does not provide transportation to students. A lot of the children who participate are able to walk to the BGC every day, but this can be a safety issue, which needs to be addressed. This topic needs to be resolved so that no danger comes to our kids. My thoughts on a solution would be instilling the use of the buddy system at the club for kids to walk with every day or maybe an adult monitor of sorts to keep an eye out for the kids coming in after school making sure that no harm comes to them. My ideal solution though would be for each club to apply for a grant that would provide a bus and driver for the BGC to transport the kids directly from their schools or homes to their local organizations and then home again.
Another dilemma within this particular center is the shortage on staff. Lack of staff support can be problematic when it comes to individualized help for such a large group of children each day. The BGC is not always able to employ full time highly qualified staff; which is the case for the Steil Club location. For example, because of budget cuts they were unable to keep a full time art educator for their arts department. According to Erin Crison, they only have a staff of 7-10 to accommodate all their students, 128 daily, and the students’ needs (E. Crison, personal communication, February 26, 2012). In my opinion this could be a reason why some families may chose not to belong and are not taking advantage of BGC. So the question arises; what can we do as citizens to help these clubs have a higher attendance, employment and success rate? I believe that positive advertising and support should be one of our main focuses, besides finding ways to raise more money for their foundation. Getting the word out to our communities about these types of clubs, advertising and advocating the importance of their cause I believe will help boost their numbers and help keep more of kids away from mischief.
Besides the issues surrounding afterschool dangers and activities I had the idea to merge an additional art program with the BGC that would focus on the fine arts, along with political, cultural, economical, and social issues, and create community unification in the surrounding area. This particular center would be ideal considering that they have downsized within their art program already. Ms. Crison informed me that they try and provide the basics for their students in the art room, like paint, clay, collage, web based projects and drawing. They were even able to get a program up and running founded by the Smither Foundation, in Grand Rapids, so the kids can learn about and experience how to create their own video diaries (E. Crison, personal communication, February 26, 2012). Their program has built a great foundation, but there are other topics surrounding crucial issues that I would like to get their children involved in as well. I believe that the populace in Grand Rapids would be supportive and encouraging to such a program considering their tie and appreciation of the arts already. My lessons would be directed towards local topics, the environment, social issues and self identity. To teach from a social perspective is to convey the conviction that the visual arts are vital to all social groups. Art education can lead students from personal expression to cultural engagement through the capacity of art to act as a social mediator (Freedman, 2003). I want them to be advocates for the things that they believe in and to have strong ties to their community so that they feel comfortable expressing who they really are and what they want to do in their lives. Encourage them to experience the rich art culture of this beautiful Midwestern city in Michigan; the museums, ArtPrize: a local art competition and festival, the opera, ballet and symphony companies, the live music, outdoor sculptures and so much more. Art education can help students become leaders to support art and art education throughout their lives (Freedman, 2011).
References:
Chasnoff, D. (Director) (2000). That's a family! Statistics on US families. [DVD, VHS & Web]. Available from http://groundspark.org/our-films-and-campaigns/thatfamily/taf_whitehouse
Collins, J. (2006, October 23). Latchkey kids: An American epidemic [Web log message]. Retrieved from http://voices.yahoo.com/latchkey-kids-american-epidemic-96132.html?cat=7
Coltin, L. ERIC Publications, Department of Education. (1999). Enriching children's out-of-school time. Champaign: ERIC Clearinghouse on Elementary and Early Childhood Education.
Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of art. New York, NY: Teachers College Press.
Freedman, K. (2011). Leadership in art education: Taking action in schools and communities. Art Education, 64(2),
40-45.
Kreider, R. U.S. Department of Commerce, Economics and Statistics Administration U.S. CENSUS BUREAU. (2008). Living arrangements of children: 2004 household economic studies. Retrieved from website: http://www.census.gov/prod/2008pubs/p70-114.pdf
Tucker, J. (2006, June 21). Latchkey teenagers more prone to crime. Oakland Tribune. Retrieved from http://www.highbeam.com/doc/1P2-7048462.html
U.S. Department of Commerce, U.S. Census Bureau, Consolidated Federal Funds Report. (2006). State and county quick facts: Sacramento, CA. Retrieved from website: http://quickfacts.census.gov/qfd/states
An Independent Research Paper
March 1, 2012
Heather N. Yeager
The Need
Single parent families, poverty and American market inflation are some major factors contributing to the epidemic of unsupervised children in the United States. Youth crime rates are rising, incarceration statistics for teenagers are swelling and teen pregnancies are abundant (Tucker, 2006). Some experts propose that this lack of supervision, whether by abandonment or need, is the primary foundation for these issues. Several explorations in the field of child development have been implemented determining the psychosomatic effects on adolescence. It has been suggested by some that it speeds up the rate in which young people mature, the result is the loss of their childhood. Others have claimed that adolescents do not grown-up quick enough to make mature and responsible decisions on a regular basis. Whether right or wrong, the concerns of people on both sides of the argument need to be addressed. Though teenagers are often deemed as unimportant, disinterested or apathetic, one thing can be readily agreed on; tomorrow afternoon, ten million of them will go home after school – alone (Collins, 2006). After school hours are prime times for teenage drug and alcohol use and other dangerous behaviors. You would think that the most hazardous times for our youth would be between the hours of 9pm and 6am, but when in reality it is typically between the hours of 2pm and 8pm; the time in which they are left by themselves while their families are at work.
Every day, as many as 77 percent of American youth are labeled by special definition: Latchkey Kids. Latchkey kids are children who carry a key in their pocket, bag, purse - anywhere on their personal being. The reason they carry this key, and derive the namesake, is because the abodes for which those keys are intended are empty when they arrive there. From the time they come home from school until such time as a parent gets home from work, they are unsupervised. Studies from the Census Bureau estimate that as many as ten million youth are left home alone, every afternoon - every day of the week. Due to several socioeconomic factors, the number of latchkey kids is substantial, and the already alarming numbers are rising (Collins, 2006).
Single parent families are fast becoming one of the largest factors in the increase of latchkey kids. Over 27 percent of children under the age of 18 will be raised in a single family home (Chasnoff, 2000). In 2004, 73.2 million children under age 18 lived in American households. Twenty-six percent of all children (19.3 million) lived with one parent. The majority (88 percent) of these children lived with their mother. Overall, 94 percent of children lived with at least one biological parent, while 8 percent lived with at least one stepparent and 2 percent lived with at least one adoptive parent. The description of an adoptive parent can range from an existing relative, like an aunt, uncle, older sibling or grandparent, to a person indirectly related to the child/children. From the point of view of the parents, 30.2 million fathers had their children under age 18 living with them, while 37.8 million mothers lived with at least one of their children under age 18 (Kreider, 2008). It is becoming more of a common occurrence in this day and age for a mother, or a father, to play both parental roles for their child/children. Grandparents gaining custody for their grandchildren and becoming the child’s main parental figure has also become a frequent result of abandonment and removal of the child from the biological parent(s). About 6.5 million children lived with at least one grandparent, and 1.6 million of these children had no parent present (Kreider, 2008).
Poverty also plays a significant role in our children being left at home by themselves after school. According to statistics, from the Current Population Reports provided by the U.S. Census Bureau, 18 percent of children under the age of 18 were living in poverty in 2004. This aspect, which will manifest itself in many ways, is the leading reason why so many kids are being left home alone. So often, parents are looked down upon for having children home by themselves before they return from work; yet the increasing cost of childcare is never considered (Collins, 2006). "Among the 22 percent of working poor families headed by single mothers who paid for child care, 40 percent spent at least half of their cash income on child care, and another 25 percent spent 40 to 50 percent" (Chasnoff, 2000). Many feel that the alternative to leaving their child/children home alone for 2 to 3 hours after school is a feasible compromise for the costly price they will have to pay for childcare. When given the option to either spend half their wages on childcare, versus having the kids stay home alone (often times with other friends or siblings), professional care becomes less and less of an option (Collins, 2006). Typically it is not an issue of neglect on the part of the parental figure, rather a way of survival. Generally this hard decision is not made in haste, but rather due to the circumstances of a single income family.
Poverty is not prejudice. It plagues many other family settings beyond the single income family, for example, married and multi income families and households headed up by the elderly & retired. The percentage of children living below the poverty level varied by the number of parents with whom they lived; as the following statistics show. One-tenth of children living with married parents were below the poverty level, this was the case for 29 percent of children living with no parents and 34 percent of those living with one or two unmarried parents. Among children living with two unmarried parents, 31 percent were living in poverty. Children living with their unmarried mother only were twice as likely to live in poverty (37 percent) as children living with their unmarried father only (17 percent). Studies have shown that, children living with grandparents were more often living in families in poverty than were children living in households with no grandparents present (22 percent and 17 percent, respectively) (Kreider, 2008).
Statistically, secondary education is not prevalent upon single parent families. With an overall increase in unemployment, coupled with the decline of higher paying vocations, the margin between the working poor and middle-to-upper class is ever expanding. The minimum wage rate is rising, as is the cost of living. However, average hourly and salaried wages hover within one to two percent increase, unchanged by rising costs of living. Several factors, including real estate costs, gasoline price inflation, electronic commerce, even internet file sharing all have played key roles in the financial mismatch of monies spent versus monies earned. Though on paper there is more density to the American economy than ever before, the heft of this weight is represented by a very small population. Simply put, the rich are getting richer and the poor are staying poor (Collins, 2006).
Latchkey, Outreach, Enrichment and Subsidiary Programs
Latchkey Organizations: programs for school-age children that occur after the school day ends.
Youth activity organizations are beginning to develop in many areas throughout the United States all with similar goals in mind; to give back to their communities and aid our youth by providing after school activities so our children do not have to be left alone. Not all, but most latchkey and outreach programs are non-profit organizations. Their funding typically comes from city recreation departments, federal aids or grants and from corporate and private philanthropists, donors, who want to make a difference in our youth. There are some programs which charge a membership fee, which usually includes attendance and participation for a year and materials, but the cost is typically inexpensive; this is thanks to external support from generous donators and sponsors. Some examples of local and national organizations that are already making a difference are the YMCA, the Jewish Community Center (JCC) of Toledo, OH., YAYA Young Aspirations/Young Artists out of New Orleans, LA., Sylvan Learning® Center, local school districts, neighboring churches of all denominations and the Boys and Girls Club of America (BGC). School-age children between the ages of 5 and 14 spend up to 80% of their time out of school. These hours represent an opportunity to help children grow and acquire important social, emotional, cognitive, and physical skills and to help them develop lifelong interests. This time can also be used to provide support for the academic challenges faced by children each day in school (Coltin, 1999). After school programs can provide an abundance of opportunities to our youth such as enrichment activities in science, math and horticulture, extra help on their homework and special interest clubs like music, art or sports. All of these opportunities create a safe productive environment for our children to be involved with so that they gain confidence, succeed in school and stay out of trouble. Long term success for their future is the goal for our children and that is what these types of enrichment programs can do for our youth.
I want to shine a light on one particular outreach/after school program which I feel is doing a lot for our youth all across our nation, the Boys and Girls Club of America (BGC). They are a tremendous aid and benefit to quite a few communities throughout all 50 states, as well as locations in Puerto Rico, the Virgin Islands, and US Military Bases. In total these Clubs serve over four million boys and girls and employ about 50,000 staff members. Their mission is to enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens. (E. Crison, personal communication, February 26, 2012). I have noticed that each individual location has their own personal mission as well based around their own community’s needs and expectations. BGC only charges $5 a year for membership and they in turn provide a plethora of life changing and affirming activities for youngsters. Their core programs like the Arts, Health & Life Skills, Sports, Fitness & Recreation, Character & Leadership Development and Education & Career Development provide a firm foundation for responsible and character building youngsters. They cater to children between the ages of 5 -19; some ages may differ slightly, but their main focus groups are usually school age children. BGC’s hours of operation during the school year are Monday through Friday 3pm to 7pm for ages 5 to 12 and 3pm to 9pm over the age of 12. Their holiday and summer schedule differs slightly and is universal to all ages being open from 11am to 7pm Monday through Friday. Their schedule meets the needs for children during the projected danger hours after school and provides a safe and up lifting environment for kids to develop.
During my research I had the opportunity to speak with one of the BGC directors, Erin Crison, in Grand Rapids, MI; the Steil Club on Straight Ave. This particular club accommodates around 128 children on a daily basis. They provide all of the core programs as well as teaching healthy life skills, how to be morally responsible young people and positive role models to their peers. They have a lot of hands on activities to get involved with for instance, Just Build It and cooking classes. They encourage awareness and participation in world aid functions by helping other countries in need. Back in October 2011 they collected food for Haiti and shipped it to people who were without nourishment in the campaign “Kids Against Hunger”. They also provide adjunct instructors to come in and teach the kids additional skills; for example break dancing which is all additional costs to the program, but not to the children. Like other outreach programs, they try to be there for the kids; helping them with their homework, keeping them on track and focused towards a bright future. Their funding comes from special events that are held throughout the year, federal grants, and donations from corporations and from individual private donators; this club gets most of their funding from the individual donations. (E. Crison, personal communication, February 26, 2012). They try and accommodate all types of children and learners, but it is a case to case environment. According to Crison, if they are unable to meet the requirements necessary for children with special needs, there are other after school organizations in their community who are able to cater to them specifically; like the Lincoln School program in Kent County, MI. Lincoln School provides services and even boarding for children who have severe emotional, cognitive and other disabilities.
Each year they take time to recognize Club members who have demonstrated outstanding leadership, character and service to the Club and the Community; entitled Youth of the Year. These are young people who truly embody what it means to be a member of Boys & Girls Clubs. The chosen Candidate for Youth of the Year goes on to represent their organization at the state competition level in April. Youth of the Year is a very prestigious honor; they become the face of their organization for one year. (E. Crison, personal communication, February 26, 2012).
Transportation is a topic that was brought to my attention throughout my research and I have found, through my interview with Ms. Crison, that this particular program does not provide transportation to students. A lot of the children who participate are able to walk to the BGC every day, but this can be a safety issue, which needs to be addressed. This topic needs to be resolved so that no danger comes to our kids. My thoughts on a solution would be instilling the use of the buddy system at the club for kids to walk with every day or maybe an adult monitor of sorts to keep an eye out for the kids coming in after school making sure that no harm comes to them. My ideal solution though would be for each club to apply for a grant that would provide a bus and driver for the BGC to transport the kids directly from their schools or homes to their local organizations and then home again.
Another dilemma within this particular center is the shortage on staff. Lack of staff support can be problematic when it comes to individualized help for such a large group of children each day. The BGC is not always able to employ full time highly qualified staff; which is the case for the Steil Club location. For example, because of budget cuts they were unable to keep a full time art educator for their arts department. According to Erin Crison, they only have a staff of 7-10 to accommodate all their students, 128 daily, and the students’ needs (E. Crison, personal communication, February 26, 2012). In my opinion this could be a reason why some families may chose not to belong and are not taking advantage of BGC. So the question arises; what can we do as citizens to help these clubs have a higher attendance, employment and success rate? I believe that positive advertising and support should be one of our main focuses, besides finding ways to raise more money for their foundation. Getting the word out to our communities about these types of clubs, advertising and advocating the importance of their cause I believe will help boost their numbers and help keep more of kids away from mischief.
Besides the issues surrounding afterschool dangers and activities I had the idea to merge an additional art program with the BGC that would focus on the fine arts, along with political, cultural, economical, and social issues, and create community unification in the surrounding area. This particular center would be ideal considering that they have downsized within their art program already. Ms. Crison informed me that they try and provide the basics for their students in the art room, like paint, clay, collage, web based projects and drawing. They were even able to get a program up and running founded by the Smither Foundation, in Grand Rapids, so the kids can learn about and experience how to create their own video diaries (E. Crison, personal communication, February 26, 2012). Their program has built a great foundation, but there are other topics surrounding crucial issues that I would like to get their children involved in as well. I believe that the populace in Grand Rapids would be supportive and encouraging to such a program considering their tie and appreciation of the arts already. My lessons would be directed towards local topics, the environment, social issues and self identity. To teach from a social perspective is to convey the conviction that the visual arts are vital to all social groups. Art education can lead students from personal expression to cultural engagement through the capacity of art to act as a social mediator (Freedman, 2003). I want them to be advocates for the things that they believe in and to have strong ties to their community so that they feel comfortable expressing who they really are and what they want to do in their lives. Encourage them to experience the rich art culture of this beautiful Midwestern city in Michigan; the museums, ArtPrize: a local art competition and festival, the opera, ballet and symphony companies, the live music, outdoor sculptures and so much more. Art education can help students become leaders to support art and art education throughout their lives (Freedman, 2011).
References:
Chasnoff, D. (Director) (2000). That's a family! Statistics on US families. [DVD, VHS & Web]. Available from http://groundspark.org/our-films-and-campaigns/thatfamily/taf_whitehouse
Collins, J. (2006, October 23). Latchkey kids: An American epidemic [Web log message]. Retrieved from http://voices.yahoo.com/latchkey-kids-american-epidemic-96132.html?cat=7
Coltin, L. ERIC Publications, Department of Education. (1999). Enriching children's out-of-school time. Champaign: ERIC Clearinghouse on Elementary and Early Childhood Education.
Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of art. New York, NY: Teachers College Press.
Freedman, K. (2011). Leadership in art education: Taking action in schools and communities. Art Education, 64(2),
40-45.
Kreider, R. U.S. Department of Commerce, Economics and Statistics Administration U.S. CENSUS BUREAU. (2008). Living arrangements of children: 2004 household economic studies. Retrieved from website: http://www.census.gov/prod/2008pubs/p70-114.pdf
Tucker, J. (2006, June 21). Latchkey teenagers more prone to crime. Oakland Tribune. Retrieved from http://www.highbeam.com/doc/1P2-7048462.html
U.S. Department of Commerce, U.S. Census Bureau, Consolidated Federal Funds Report. (2006). State and county quick facts: Sacramento, CA. Retrieved from website: http://quickfacts.census.gov/qfd/states