English English Homework
DOE | 1
In 2017, according to research conducted by and posted on the United States Department of Justice website, there were a total of 14,180.8 juvenile arrests across the United States. As staggering as this number may seem, this is a 69% decrease in the juvenile arrest records posted in 1994 where there was a total of 46,208.4 juvenile arrests across the racial spectrum. The aim of this proposal is to promote a way to positively and continually lower these numbers even further in underserved communities in the next ten years. This can be achieved by introducing creative writing afterschool programs geared toward K-12 schools to nurture critical thinking skills and promote positive future outcomes by widening the scope of positive reinforcement through individualized, imaginative creation.
Background & Rationale/Statement of Need
When Americas youth, especially those in underserved communities, don’t have supportive afterschool programs, they tend to get themselves in trouble with the law acting in unison with the negative predispositions of their surrounding underprivileged populations. The chart below demonstrates the juvenile arrest records between the years of 1980 and 2017 (DoJ).
Reported in October of 2018, the chart breaks down the arrest records for White, Black, Minority, American Indian, and Asian juveniles nationwide in the United States of America (DoJ). Despite the drastic-combined difference of over nineteen thousand arrests between 1994 (27,931.3 arrests) and 2017 (8,927.2 arrests), the Black and Minority arrest records continue to be the highest in the nation since the commencement of this research conducted by the US Department of Justice (2018); presumably since these populations are the cornerstones of underserved communities. This decrease in crime is extremely notable and could be endorsed by an increase in afterschool programs. “Since the 1990s, there has been a growing recognition of the importance of the out-of-school context for children and adolescents” (Vandell, et al). Some scholars could attribute the decrease in crime to this insurgence of afterschool programs since it provided children positive outlets to fill the time cavity between their school schedule and their parents work schedules.
The importance of having afterschool programs that embrace undertakings of cultivating progressive learning curricula is crucial to changing the outcome for youth in underserved populations. As reported by Israel Sela and Bruce S. Cooper, in Tel Aviv, Israel, the Dropout Prevention Center was created in 1992 with the primary goal of assisting struggling students from disadvantaged families to prosper in academic settings (76). The center is utilized all school-week long to keep at risk students off the streets and help improve on the life skills they will need to thrive in their adult lives (76). The level of success this program achieved is communicated when Sela writes, “Before the center was established, few pupils in this area had the skills necessary to pass the Bagrut exams, a prerequisite for higher education in Israel. In 1992, only five Hatikva pupils passes the Bagrut; in 2013, before final numbers were tallied, it appears that 70 students would successfully complete the exams. In the last 20 years, about 1,000 Hatikva students graduated and completed the Bagrut exams” (76). This is just one example of how afterschool programs are changing the outcomes in this small sector of the world. Introducing a creative writing program within this established organization could further foster encouraging upshots by allowing those at-risk teens to expand on their critical thinking skills through creative writing and offer them a different perspective on life.
Although this need for adopting artistic imaginative creation exists, it is unclear if the teachers leading the children of tomorrow are aware of the true nature and practices of creating writing. Nevin Akkayaa conducted extensive research in 2014 on the basic knowledge of the creative writing process of grade school teachers in Izmir, Turkey. This study included 69 4th and 5th grade teachers, both male and female, from 18 different schools in this region (1501). Akkayaa examined their general knowledge of creative writing methods and explored their interests in introducing creative writing programs in their classrooms (1501). What Akkayyaa found is that although a number of the study subjects articulated that they were not explicitly exposed to the principles of creative writing, they desired to expand on their own creative writing skills and knowledge (1502). What he also discovered was that, “the number of teachers participating in creative writing practices is quite low” (1502). Some of the participants also expressed that helping a child develop and participate in the creative writing process would be a tedious task and may hinder those students who may not have innate writing abilities (1502). In order to properly prepare the children of today with the tools they would need to assemble their own future, someone needs to equip the educational system with the appropriate resources to broaden the creative writing awareness of teachers and encourage both students and teachers alike to express themselves through structured creative writing programs. Programs like this could ultimately shape how the world perceives our children and how the children perceive the world. The potential for positive change worldwide is boundless.
Topic Discussions
There has been a wide array of discussions concerning whether or not the arts are an essential part of education for decades; from the highest levels of the American government to personal testimonies of high profile citizens. Yet, it seems that whenever an educational institution is in a budget crisis, the arts seemingly are the first programs that are cut without a second glace. Nicole Kirchner of Penn State University deliberates on this topic and objectively goes into detail on the position in which “anti-art proponents” set forth in this debate (PSU).
Kirchner opens the discussion with a question of what would be the logical choice when deciding between having to cut art programs or core programs when budget cuts surface in a school (PSU). The choice to select a core program seems obvious when proposed and the reasoning that is provided by non-art supporters is quite logical as well. They suggest the core programs are essential to the development of a child (Kirchner). Non-art enthusiasts are advocating that art is something that can be pursued outside of the classroom at the parent’s discretion (Kirchner). With this logic at hand, “Oklahoma, a state over $36 billion in debt, has no choice but to cut funding towards the arts. State Representative Josh Cockroft has recently written a bill to remove art funding, including a $4 million annual subsidy given to the Oklahoma Arts Council” (Kirchner).
The main reason the push for removing art programs have been so successful as of late is because non-art devotees are calling for substantial proof from the pro-art community that displays how implanting arts in education could have long term beneficial economic effects on the country’s future (Kirchner). With that being said, “In the Sacramento school system, in 2010, a bill was passed replacing art in schools with career training programs for their students. The importance of job training, in the eyes of the anti-art education stance, far outweighs that of art education’ (Kirchner). It appears that non-art cohorts are firmly standing their ground and are gaining the support of government officials who are rationalizing with their side of the argument according to Kirchner’s essay.
In an attempt to get both sides of the art debate, an email questionnaire was sent to Professor Jasmin Ziegler, an English Professor and the Creative Writing Club Advisor at the Anoka Ramsey Community College in Coon Rapids, Minnesota. Ziegler was asked a few questions on creative writing and the effects it could bear on underserved communities. The initial question posed to Professor Ziegler was, “In your professional opinion, what do you think are the benefits of creative writing?” Professor Ziegler responded, “Creative writing is a fun and engaging way to teach all kinds of transferable skills that are vital and urgent in our current job market such as critical thinking, communication, composition, editing, and proofing skills. Creative writing is also a useful way to get students to actively analyze their own sense of civic engagement.” In a follow up question, she was asked, “Touching on the previous question, how do you think those benefits could affect students in underserved communities?” To which her response was “Students in underserved communities usually have not had the experience of learning how to write in a safe environment. Often times they have faced obstacles including prejudice and stereotyping that have made the learning environment non-productive. Creative writing is uniquely positioned to offer students a space that embraces failure as a stepping stone to success. A creative writing class can be a playful and safe space for students to try on a variety of writing styles, tones, and genres. This [creative writing practice] is critical to building self-esteem and perseverance and are skills that are transferable to other arenas outside the creative writing classroom.” Ziegler emphasizes that creative writing can be useful for not only building upon life skills but can also be useful for to help serve underprivileged communities.
Program Objectives
The primary objective of this proposal is to design a non-profit organization that partners with K-12 schools nationwide in underserved communities that focuses on instituting creative writing afterschool programs that will promote critical thinking skills in children. Over time, these programs could potentially improve overall literacy skills in these underprivileged communities since more students will be engaging their families in reading and writing as a whole. Entire families that participate in these programs would also stimulate the minds of those around them as they share their inspiration from their new-found abilities with their friends and family; encouraging others to participate in exploring similar creative writing skills.
The goal is to tap into the limitless imagination of children and instill the belief that they are not bound by their actual realities, but instead, can manifest their own-desired realities. This can be achieved by honing in on that inventive potential; it could prospectively shape their futures in a positive way. These programs will also provide a safe and artistically unrestricted zone for children outside of their limited, institutionalized curriculums. It will afford children the room to have an indefinite creative wing span and sharpen their own voice constructively.
Programs such as this will not only open many doors for the young creative writers it services, it will also open up doors for APA scholars who wish to refine and polish their own writing skills; all the while mentoring the scholars of tomorrow. It could potentially break down the barricades placed by their current careers and offer them alternative avenues for true self-expression in their craft. The prospective published works by writing specialists of all ages could contour the minds of the world and change the way we write forever. These programs, if executed correctly, can truly prepare the adolescents of today for the career paths they are destined for by exercising these skills at a younger age. It will sculpt and train their minds to approach an objective from multiple perspectives.
Project Description
The non-profit organization name would be Creative Natives Unlimited (CNU). The motto for the CNU is “The CNU sees the potential in you.” The objective of this organization is to work with various K-12 educational institutions in underserved communities across the United States to establish creative writing curriculums and afterschool programs. The purpose of implanting these programs in underserved communities is to further advance the critical thinking skills of the students in which they serve.
Creative Natives Unlimited would work with the school’s administrative teams to create an inclusive writing program geared towards the younger students to help develop their skills at an earlier stage. The CNU organization would work with the schools current English or Writing Department staff to incorporate more creative writing based assignments into the normal school curriculum. The CNU organizations onsite personnel would then assist the students with that assigned project in the schools afterschool program. The CNU tutors would have prior knowledge of the assignment and can work closely with the students to complete the assignment. They also would work with the young scholars to explore their own creative ideas outside of the mandated assignments to help expand on their personal, creative, and critical thinking skills.
Another non-profit organization with similar goals is called 826LA which was founded in 2005 and is based out of California. They have 2 locations in California but also have satellite locations in Boston, Chicago, Washington D.C., Michigan, New Orleans, and New York City (826LA). Their mission statement expresses commitment to assisting students and teachers with their writing talents (826LA). They believe that students can obtain and maintain positive achievements through the practice of strong creative writing skills (826LA). Along with the programs they have set up for after school, they also provide tutor based training and weekend workshops for all participants of their mission (826LA).
826LA’s annual report showed that they served 9,955 students in 2017 through 2018 (6). They also shared that “94% of parents reported that their child is getting better grades with the help of 826LA” (16). 826LA reported having 1,086 volunteers within this timeframe with 20,039 hours volunteered (8) and 97% of their attending scholars are testifying that the time spent with the organization’s tutors were gratifying (18).
Programs such as 826LA have been making huge strides in aiding the underserved communities that do not have the resources to do so themselves. Creative Natives Unlimited shares a linear passion for providing similar resources and the CNU wishes to offer support to as many underprivileged communities as humanly possible. The goal is to start in 5 major cities: New York City, Houston, Compton, Miami, and the Twin Cities. Once established, CNU will then expand into the underserved communities that surround these major cities.
Budget Requirements
For the launch of the Creative Natives Unlimited initiative to be successful in New York City, Houston, Compton, Miami, and the Twin Cities, the CNU would need a $2 million-dollar grant from the US Government. This grant would be divided evenly 5 ways ($400,000 each) and will be allocated to the satellite locations to provide the initial funding to find suitable locations and qualified candidates in their respective geographical areas to become the leaders of the CNU project. These leaders will then hire a supportive team to aid in the CNU mission and start advocating for volunteer support in the surrounding communities.
The eventual goal of the organization is to sustain its funds altruistically by securing donations from those who align with the visions of the CNU. There will be regular presentations and fundraisers held at major corporations like Google, Shutterfly, Amazon and many other multi-billion dollar companies so Creative Natives Unlimited can share their calling with these corporations to gain their support. Once volunteers and monetary donations are steadfast from their supporters, CNU will set objectives to move into smaller underserved communities surrounding the major cities to assist those that may not have the means for transportation. After 10 years of working in the field and create a solid curriculum, the CNU will focus on taking their efforts worldwide to support all of the underserved communities across all nations.
Conclusion
Creative writing can potentially stretch the unconscious limits that are set in underserved communities by allowing children to dream bigger and voice those dreams into a solid piece of work. With the help of Creative Natives Unlimited, these programs will inspire confidence in their scholars and inspire them to bring their biggest dreams into fruition with some imagination, all starting from their own individual voices. These programs aim to provide a constructive environment to keep our kids safe and maintain the steady decline in the juvenile crime rate with the hopes to abolish it forever. This realistic goal has to commence in placing these creative writing afterschool programs in schools across the nation.
In order to ensure that the youth in underserved communities are prepared for their future, we should empower their teachers and supply them with the tools to properly teach creative writing to their students. The CNU will offer both students and their teacher’s free workshops to provide support in their efforts to further their academic success. It will create new jobs for writing scholars and also inspire the next group of prize winning writers who can offer a perspective that the world needs to see.
Although the argument to defund programs like this might seem like the logical choice, not supporting the arts in education will deprive the children of a creative future by not allowing them to tap into their own unseen creative potential. A logical person with no prior knowledge of fixing a car will not change their own oil. Instead, they will go to the professionals to ensure it has been completed properly. The world should adapt the same mentality and should rely on the art professionals to properly teach art to the children of tomorrow.
Works Sited
AKKAYAa, Nevin. “Elementary Teachers’ Views on the Creative Writing Process: An Evaluation”, Educational Sciences: Theory & Practice, 2014, p.1501-1502. EBSCO DOI: 10.12738/estp.2014.4.1722
Kirchner, Nicole. “The Anti-Art Education Stance.” Rhetoric and Civic Life, 6 March 2014, sites.psu.edu/nicolekirchnerrcl/2014/03/06/anti-art/
Sela, Israel, and Bruce S. Cooper. "Helping underprivileged children succeed: an after-school program encourages at-risk teens to stay in school by providing tutoring, therapy, and enrichment." Phi Delta Kappan, Feb 2014, p. 76. Student Resources in Context, link.galegroup.com/apps/doc/A367421190/GPS?u=mnaarcc&sid=GPS&xid=7c80d 477
United States, Department of Justice, Office of Juvenile Justice and Delinquency Prevention. Law Enforcement and Juvenile Crime, Juvenile Arrest Rate Trends, 22 Oct 2018, www.ojjdp.gov/ojstatbb/crime/JAR_Display.asp?ID=qa05260&selOffenses=1
Vandell, D.L, et al. “Out-of-school settings as a developmental context for children and youth” Advances in Child Development and Behavior, 2005, www.ncbi.nlm.nih.gov/pubmed/16101114#
Ziegler, Jasmin. “RE: Research Questions” Received by Richard Soto, 2 May 2019
826LA. A Non-Profit Writing and Tutoring Organization, About Tab, Annual Report, 2017-2018 826la.org/about/annual-report/