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The Effects of Socialization Through the Arts: Teaching Life Skills Strategies to Youth in West Las Vegas

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The Effects of Socialization Through the Arts: Teaching Life Skills Strategies to Youth in West Las Vegas UNLV Retrospective Theses & Dissertations 1-1-2002 The effects of socialization through the arts: Teaching life skills strategies to youth in West Las Vegas Marcia Raquel Robinson University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Robinson, Marcia Raquel, "The effects of socialization through the arts: Teaching life skills strategies to youth in West Las Vegas" (2002). UNLV Retrospective Theses & Dissertations. 2520. http://dx.doi.org/10.25669/gzb8-ra8w This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. NOTE TO USERS Duplicate page number(s); text follows. The manuscript was scanned as received. 126 This reproduction is the best copy available. UMI Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THE EFFECTS OF SOCIALIZATION THROUGH THE ARTS: TEACHING LIFE SKILLS STRATEGIES TO YOUTH IN WEST LAS VEGAS By Marcia Raquel Robinson Bachelor of Arts Webster University 1975 Master of Fine Arts University of California, San Diego 1978 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Education Degree in Edncational Leadership Department of Educational Leadership College of Education Graduate College University of Nevada, Las Vegas May 2003 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3091809 Copyright 2003 by Robinson, Marcia Raquel All rights reserved. UMI UMI Microform 3091809 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Dissertation Approval The Graduate College University of Nevada, Las Vegas April 17, _,2003_ The Dissertation prepared by Marcia R. Robinson Entitled The Effects of Socialization Through The Arts: Teaching Life Skills ___________________ Strategies To Youth In West Las Vegas________________ is approved in partial fulfillment of the requirements for the degree of Ed.D. Examination Committee Chair Examination ComCittee Member Dean of the Graduate College Examination Committee Member Examination Committee Member Graduate College Faculty Representative 11 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT The Effects of Socialization Through the Arts: Teaching Life Skill Strategies to Youth in West Las Vegas by Marcia Raquel Robinson Dr. Dale Andersen, Examination Committee Chair Professor of Education University of Nevada, Las Vegas There are at least 200 gangs in Southern Nevada with more than 7,700 identified members. “Gang bangers” do not anticipate a future or invest in “dreams,” most do not expect to live beyond their 20’s. Las Vegas is more the rule than the exception; the West Las Vegas community is the epicenter needing attention. The planning and development of this pilot program “The Performing and Visual Arts Camp for Kids” focused on teaching life skills and character development, such as getting along with others, respect for oneself and others, initiative, the ability to communicate, problem solving, perseverance, and goal setting through an integration of a multidisciplinary cultural and performing arts program. The arts were tools used to promote healthy living through the exercise of life skills interventions practiced daily in an interim of an eight-week study. The arts curriculum encouraged at-risk students 10 to 15 years of age to participate in five (5) artistic disciplines: Dance (African, Ballet, Tap, Modem, Hip-Hop); Music 111 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. (African Conga/Steel Drums, Choir); Theatre Arts/Drama (Creative Writing); Film and Video Production; and Visual Arts. The camp participants presented a final musical theater production with all seventy students, executing performance and leadership skills developed in the camp’s workshops. Recent research correlates evidence that one positive outcome of high academic performance in students is directly linked to their good habits and good character. The purpose of this study was to conduct and report a formal evaluation of the Year 2001 Camp for Kids and study the development impact it had on youth living in West Las Vegas, making this program responsive to the needs of low/moderate income families during non school hours. The study investigated the Summer Camp for Kids Program to gain knowledge of what effect it had on students’ life skills, self esteem, persistence/responsibility, and decision-making via the arts. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ABSTRACT...................................................................................................................................iii LIST OF FIGURES....................................................................................................................... v ACKNOWLEDGMENTS...........................................................................................................vi CHAPTER 1 INTRODUCTION............................................................................................ 1 Statement of Problem ..........................................................................................................5 Background of the Study .................................................................................................... 6 Purpose of the Study ............................................................................................................ 8 Conceptual Framework ....................................................................................................... 9 Research Design ................................................................................................................. 13 Significance of the Study .................................................................................................. 14 Assumption, Limitation, and or Delimitations ...............................................................15 Definition o f Term s ........................................................................................................... 16 Summary ........................................................................................................................... 17 CHAPTER 2 REVIEW OF RELATED LITERATURE..................................................20 Educational Significance ..................................................................................................20 Historical Context of Study .............................................................................................. 21 Original Program Model ...................................................................................................23 Rationale - The Dunham Philosophy ............................................................................. 26 A Case Study ...................................................................................................................... 37 Program Format ..................................................................................................................38 Time Frames............................................................................................................. 38 Program Elements .................................................................................................... 38 The Unity Circle ...................................................................................................... 39 Dance - (Ballet, Tap, Jazz, Hip-Hop, Modem, African) ................................... 41 Music - (Steel Dmms, African Conga Dmms, Chorus) .................................... 41 Drama/Theater Arts ..................................................................................................41 Film and Video Productions ...................................................................................41 Visual Arts.................................................................................................................41 The Black Box Theatre ...........................................................................................42 Summary ...........................................................................................................................42 IV Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER 3 METHODOLOGY.........................................................................................44
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