Abstract:
In both the fields of arts learning and mentoring, there has been extensive work
done to independently demonstrate the benefits of each of these practices on youth
development. In many cases, the outcomes identified over lap. To date, I have found no
research studies that draw a distinct connection between the two.
Through the interpretive constructivist and critical inquiry paradigms, I will be
exploring arts mentoring. I will demonstrate why it is that when arts and mentoring are
combined in the out of school time (OST) arena, these practices create ideal opportunities
for youth to develop key 21st century skills (figure 1). I will be focusing my research on
urban youth, ages 12-18, from culturally diverse and low-income families.
After conducting qualitative research through triangulation of literature review,
secondary data analysis, and case study involving participant observation and interview, I synthesized findings and make the case for further research in arts mentoring.
Description:
xi, 81 p. : ill. (some col.) A PROJECT
Presented to the Arts and Administration Program
and the Graduate School of the University of Oregon
in partial fulfillment of the requirements for the degree of
Master of Science in Arts Management.
