Recreational Art Programming.The recreation profession recognizes the importance of measuring the benefits of recreation programs. NRPA's training program titled, "Benefits of Parks and Recreation," affirms their commitment to promoting research focused on the benefits of recreation programs. The training is designed to educate public officials about the importance of recreation by encouraging research that validates its benefits (O'Sullivan, 1996). In keeping with this effort, many studies examining the benefits of recreation programs have recently been published. However, the majority of these are limited to fitness, mental health, outdoor, and wellness programs traditionally associated with recreation. As the push for programming diversity increases and the desire to provide opportunities for specialized groups receives more interest, the quest begins for other programs that demonstrate the same benefits as the traditional programs. The time has come for the profession to consider a wider range of programs to build greater diversity in community recreation opportunities. Art programs, for example, deserve more serious attention, but are frequently overlooked by programmers and researchers alike. Although studies examining the recreational benefits of art programs are limited in number, current research suggests that art programs can have many of the same benefits as traditional programs. In some instances, art programs resulted in even greater benefits for not only the individual, but also the community. When opportunities exist for education in the arts, it can play an important role in the quality of life of all citizens. Art Participation Participation in the arts can be active or passive. Active participation occurs when the participant is actually performing or creating the art. Passive participation occurs when art is viewed as a spectator. Although passive participation is valuable, Nash (1953) and Brightbill (1961) have long recognized the superior benefits of active participation. When a participant is actively creative, challenges and solutions become the goal. Solving a problem becomes a gratifying grat·i·fy tr.v. grat·i·fied, grat·i·fy·ing, grat·i·fies 1. To please or satisfy: His achievement gratified his father. See Synonyms at please. 2. experience, which generates a mindset mind·set or mind-set n. 1. A fixed mental attitude or disposition that predetermines a person's responses to and interpretations of situations. 2. An inclination or a habit. of mastery. Nash's paradigm titled, "Man's Use of Leisure Time," suggests that leisure time is best used when the participant becomes the composer, the inventor, or the painter. Brightbill supports this idea and suggests that recreational benefits are multiplied when the participant takes an active role rather than a spectator role. Since its creation, the National Endowment for the Arts National Endowment for the Arts (NEA) Independent agency of the U.S. government that supports the creation, dissemination, and performance of the arts. It was created by the U.S. (NEA NEA abbr. 1. National Education Association 2. National Endowment for the Arts NEA (US) n abbr (= National Education Association) → Verband für das Erziehungswesen ) has served as the primary source of information concerning participation in the arts. Although no studies documenting the number of art opportunities offered by recreational programmers are known to exist, a recent study from the National Center for Educational Statistics (Carey, Sikes Sikes can refer to: People
visual arts npl → arts mpl plastiques visual arts npl → classes and 24 percent of schools that offer visual arts classes employ teachers who have no formal art education training. In other words Adv. 1. in other words - otherwise stated; "in other words, we are broke" put differently , nearly 40 percent of elementary school elementary school: see school. children are receiving inadequate art training and instruction. This trend could increase with our national mindset that emphasizes the three "Rs" (reading, writing, and arithmetic) and considers creative endeavors to be fluff. These figures indicate that an opportunity exists for recreation programmers to fill in where school systems fall short. If, in fact, public and private recreation programmers are taking advantage of this opportunity, it is not reflected in the studies and literature currently being published by the recreation profession. Benefits to the Individual Since 1996, various studies and theoretical statements have been published identifying the benefits of art programs to individuals. For example, Bammel and Burrus-Bammel (1996) suggest art programs offer the individual educational benefits that are intrinsically rewarding and, over time, might develop a deeper appreciation of an activity. Larson (1998) also supports this premise, stating that lifelong education in the arts provides professional growth and direction toward careers in the arts and fosters knowledgeable, perceptive, and appreciative audiences. Active participation in recreational art programs also can provide the individual with the opportunity to express his or her existence. Artistic expression can help a person reduce stress and tension, while simultaneously developing a sense of fulfillment (Bammel & Burrus-Bammel, 1996; Weiskopf, 1975). In a supporting study by Cho (1996), students participating in a six-week art class incorporated into an elementary school curriculum indicated that the class gave them pleasure and made them feel more relaxed. The teachers involved in the study commented that classroom behavior improved and their students were more willing to participate in other academic activities. The study concluded that the art program increased positive self-expression and provided the students with more confidence and self-respect. In another supporting study, Riley (1999) examined the effect of an art program on self-efficacy and intrinsic motivation in adults. Because recreational exercise programs traditionally establish the benchmark from which other programs may be measured, the participants in the art program were compared with participants in an exercise program. The results indicate that the art participants significantly outperformed the recreational exercise participants on self-efficacy and intrinsic motivation gain scores. Bandura ban`dur´a n. 1. A traditional Ukrainian stringed musical instrument shaped like a lute, having many strings. (1997) suggests positive changes in efficacy beliefs and skill attainment can increase a person's motivation to perform. Therefore, when one's self-efficacy increases, so should his or her motivation towards a given activity. Benefits to the Community Like many recreational activities, art programs have specific community benefits, and the idea that benefits to the individual translate into benefits for the community has been long recognized. Weiskopf (1975) states that recreational art experiences contribute to the development and enrichment of one's personality, which expand thoughts about culture and provide the building blocks to a strong, positive community. According to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. the NEA, when communities provide opportunities for art, it results in the enhanced personal development and increased social consciousness of the residents. This makes the community healthier and more livable. The mission statement of the NEA concludes that communities with thoughtful cultural plans have stronger local economies because they are desirable places to live and can easily attract business and industry. A National Summary Report commissioned and funded by the NEA (Robinson, 1993) suggests that large-scale community festivals, parks, and open-air facility events not only contribute substantially to art participation, but also contribute to the economy of the community. These programs, which may not be offered solely in response to demand, generate interest (supply) that can stimulate additional participation (demand), and produce revenue. Benefits to "At-Risk" Youth Recent studies have shown that art participation can benefit youth who are considered "at risk." In a study examining these youth participating in an art intervention An art intervention is an interaction with a previously existing artwork, audience or venue/space. It has the auspice of conceptual art and is commonly a form of performance art. It is associated with the Viennese Actionists, the Dada movement and Neo-Dadaists. , the following benefits were achieved: 1) development of creativity, 2) self-confidence, 3) enjoyment, 4) knowledge and appreciation of art, 5) a place to shine, 6) learning to get along with others, and 7) development of friendships (Scott, Witt, & Foss, 1996). The participants' parents suggested four central reasons for enrolling their children in after-school recreational art programs, which were that the program was goal oriented and it provided structure, the program provided a quality alternative to being home alone, the program enabled the child to pursue artistic interests, and art is important to children. Recognizing the benefits of art programs to at-risk youth, the Homeland Neighborhood Cultural Center (Ransom, 1996) was established to furnish accessible artistic outlets to groups and individuals who have been excluded from existing art establishments. The center, which is located in a culturally diverse section of Long Beach, California Long Beach is a city located in southern Los Angeles County, California, USA, on the Pacific coast. It borders Orange County on its southeast edge. It is about 20 miles (30 km) south of downtown Los Angeles. , offers programs that have resulted in the dissolution of cultural barriers and the restoration of peace in this once divided community. One particular program overseen by the center involves painting a local graffiti wall. The program has successfully integrated the various cultural groups of the neighborhood that previously expressed their division through use of the wall. The overall outcome is the participants' recognition of their differences and similarities, as well as exhibiting more law abiding, respectful behavior. Providing a unique art facility to enable individuals to express their talents has created a positive snowball effect For other uses, see Snowball (disambiguation). Snowball effect is a figurative term for a process that starts from an initial state of small significance and builds upon itself, becoming larger (graver, more serious), and perhaps potentially dangerous or disastrous (a . Some participants have become aware of opportunities in the community and have successfully completed their high school degree or passed the GED GED abbr. 1. general equivalency diploma 2. general educational development GED (US) n abbr (Scol) (= general educational development) → exam, and some have even enrolled in college. The benefits of the center have not gone unnoticed by the local community. Many of the participants, who were once only recognized within their own subcultural neighborhood, now receive recognition from the larger, culturally diverse community. References Bandura, A. (1997). Self-efficacy: Exercise of control New York New York, state, United States New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of , NY: W. H. Freeman and Company. Bammel, G. & Burrus-Bammel, L. L. (1996). Leisure & human behavior. Madison, WI: Brown and Benchmark Publishers. Brightbill, C. (1961). Man and leisure: A philosophy of recreation. Englewood Cliffs, NJ: Prentice-Hall. Carey, N., Sikes, M., Fey, R., & Carpenter, J. (1995). Arts education in public elementary and secondary schools. (National Center for Educational Statistics, NCES NCES National Center for Education Statistics NCES Net-Centric Enterprise Services (US DoD) NCES Network Centric Enterprise Services NCES Net Condition Event Systems 95-082). Washington, DC: U.S. Department of Education. Cho, M. (1996). Using visual art to motivate at-risk children. Teaching K-8, 3, 54-55. Discount School Supply (1999). Seven good things for you to know about how the arts help children grow [Brochure]. Spreckels, CA: A. Reyner. Larson, G. O. (1996). Lifelong journey: Education in the arts. Washington, DC: National Endowment for the Arts. Nash, J. B. (1953). Philosophy of recreation and leisure. Dubuque, IA: William C. Brown William C. Brown (May 22, 1916 - February 3, 1999) was an American electrical engineer who helped to invent the crossed-field amplifier in the 1950s and also pioneered microwave power transmission in the 1960s. Company Publishers. National Endowment for the Arts Report (1995). Arts participation research. (Research Division of National Endowment for the Arts, Report #30). Fairfield, CT: AMS AMS - Andrew Message System Research and Planning. O'Sullivan, E. (1996). The benefits of park & recreation: Putting the pieces together. Arlington, VA: National Recreation and Park Association. Ransom, J. A. (1996, March). Arts for at-risk youth. Parks and Recreation, 40-46. Riley, K. W. (1999). Adult creative self-efficacy and intrinsic leisure motivation in recreation art and exercise environments. Unpublished doctoral dissertation, University of Arkansas The University of Arkansas strives to be known as a "nationally competitive, student-centered research university serving Arkansas and the world." The school recently completed its "Campaign for the 21st Century," in which the university raised more than $1 billion for the school, used , Fayetteville. Robinson, J. P. (1993). Art participation in America 1982-1992. (Research Division of National Endowment for the Arts, Report #27). Lawrenceville, NJ: Princeton University Princeton University, at Princeton, N.J.; coeducational; chartered 1746, opened 1747, rechartered 1748, called the College of New Jersey until 1896. Schools and Research Facilities Press. Scott, D., Witt, P., & Foss, M. (1996). Evaluation of the impact of the Dougherty Arts Center's creativity club on children at-risk. Journal of Parks and Recreation Administration, 14, (3), 41-59. Weiskopf, D. (1975). A guide to recreation and leisure. Boston, MA: Allyn and Bacon. Resources Part of providing quality art programming involves recruiting trained and educated art professionals to act as instructors. According to Discount School Supply (1999) some art programs stand out from the others simply because the instructors have made the programs more creative and exciting. The instructor needs an open-minded attitude about the process of creativity and must provide opportunities for self-discovery. To stimulate the discovery process there are seven things instructors should incorporate into their programs: 1) know the difference between art and craft, 2) separate the art process from the art product, 3) understand how the arts teach developmental skills, 4) know which skills are developed and how, 5) know the attributes of the right side of the brain, 6) know the theory of learning by doing, and 7) know how to define creativity. Funding for instructors, materials, and other resources is an important ingredient to creating a successful art program. Fortunately, many state and regional agencies work with the National Endowment of the Arts to utilize government appropriated funds for this purpose. In an effort to assist recreational professionals interested in facilitating quality art programs, the following list of state, regional, and national art agencies was created. These agencies provide assistance and expertise. State Agencies To contact individual state art agencies or organizations visit the following Web site http://arts.endow en·dow tr.v. en·dowed, en·dow·ing, en·dows 1. To provide with property, income, or a source of income. 2. a. .gov/artforms/RAO_SAAs. html. Regional Agencies Arts Midwest Hennepin Center for the Arts The Hennepin Center for the Arts (HCA) was built in 1888 as a Masonic Temple. The structure was built by Long and Kees in the Richardsonian Romanesque architectural style.[2] It is located at 528 Hennepin Avenue in Minneapolis, Minnesota. 528 Hennepin Avenue Hennepin Avenue is a major street in Minneapolis, Minnesota, United States, running from Lakewood Cemetery (at 36th Street) in the Uptown District of Southwest Minneapolis, through the Warehouse District in the city center, to Northeast Minneapolis and the city's eastern boundary. , Suite 310 Minneapolis, MN 55403 612/341-0755 TT/Voice: 612/341-0901 webcom@artsmidwest.org Consortium for Pacific Arts & Cultures 2141C Atherton Road Honolulu, HI 96822 808/946-7381 Mid-America Arts Alliance 912 Baltimore Avenue, Suite 700 Kansas City Kansas City, two adjacent cities of the same name, one (1990 pop. 149,767), seat of Wyandotte co., NE Kansas (inc. 1859), the other (1990 pop. 435,146), Clay, Jackson, and Platte counties, NW Mo. (inc. 1850). , MO 64105 816/421-1388 Mid Atlantic Mid Atlantic can mean:
New England New England, name applied to the region comprising six states of the NE United States—Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, and Connecticut. The region is thought to have been so named by Capt. Foundation for the Arts 330 Congress Street, 6th Floor Boston, MA 02210-1216 617/951-0010 info@nefa.org Southern Arts Federation The Southern Arts Federation (SAF), headquartered in Atlanta, Georgia, is one of six not-for-profit regional arts organizations funded by the National Endowment for the Arts (NEA). 1401 Peachtree Street Peachtree Street is the main north-south street of Atlanta, Georgia. The city grew up around this one street, and many of its historical and municipal buildings are or were located along it. , Suite 460 Atlanta, GA 30309 404/874-7244 TT: 404/876-6240 Western States Arts Federation 1543 Champa Street, Suite 220 Denver, CO 80202 303/629-1166 staff@westaf.org National Agencies National Assembly of State Arts Agencies 1029 Vermont Avenue Vermont Avenue is one of the longest running north/south streets in Los Angeles. Located just west of the Harbor Freeway for the major portion south of downtown Los Angeles, it starts in Griffith Park at the Greek Theatre in the Los Feliz neighborhood as a one-lane divided road (it , NW, 2nd Floor Washington, DC 20005 202/347 -6352 nasaa@nasaa-arts.org Americans for the Arts Americans for the Arts is a nonprofit organization for advancing the arts in the United States. They describe themselves as being dedicated to representing and serving local communities and creating opportunities for every American to participate in and appreciate all forms of the 1000 Vermont Avenue, NW, 12th Floor Washington, DC 20005 202/371-2830 nalaamem@artswire.org National Endowment for the Arts 1100 Pennsylvania Avenue Pennsylvania Avenue is a street in Washington, D.C. joining the White House and the United States Capitol. Called "America's Main Street," it is the location of official parades and processions, as well as protest marches and civilian protests. , NW Washington, DC 20506 202/682-5400 http://arts.endow.gov Kevin W. Riley, Ed.D., adjunct assistant professor at Appalachian State University History Appalachian State University began in the summer of 1899 when a group of citizens of Watauga County, NC, under the leadership of D.D. Dougherty and B.B. Dougherty, began a movement to establish a good school in Boone, NC. Land was donated by D.B. , graduated from the University of Arkansas, where he completed his dissertation titled, "Adult Creative Self-Efficacy and Intrinsic Leisure Motivation in Recreation Art and Exercise Environments," His research interests include art participation, creativity, and visitor satisfaction. Research Update is edited by Dr. Irma O'Dell of Southern Illinois University Southern Illinois University, main campus at Carbondale; state supported; coeducational; est. 1869, opened 1874 as a normal school, renamed 1947. It has a center for archaeological investigation and a fisheries research laboratory. There is also a campus at Edwardsville. at Carbondale and Kim L. Siegenthaler, Ph.D. of Appalachian State University. |
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