Title: Capturing Impact in TYA Speaker: Lindsey Buller Maliekel, New Victory Director of Education/Public Engagement Event: Ontario Contact Date: September 12, 2019 Location: St Catherines Ontario, Canada Please credit all references of this presentation to “Lindsey Buller Maliekel, Courtesy of New Victory” Reproduction or distribution of this material is not permitted. For more information, please contact the New Victory Education Department at Education@NewVictory.org.
Capturing Impact in TYA 2
Hello I am Lindsey Buller Maliekel Director of Education / Public Engagement The New Victory Theater powered by The New 42nd Street @NewVictory & LBuller@New42.org
Impact Research and SPARK Team The New Victory Theater powered by The New 42nd Street www.newvictory.org @NewVictory
The New Victory opens new worlds for young people and families through extraordinary performances , engagement and education programs
International stage for all ages NYC’s first theater entirely devoted to kids and families
40,000 Every year, New Victory provides more kids with more live performing arts in more grades than any other arts organization in the city 7
Bringing kids to the arts & the arts to kids ● Performing arts education ● Family arts engagement ● New Work Development ● Youth Development 8
Impact research with WolfBrown ● Thanks to a generous, multi-year grant from the Pierre and Tana Matisse Foundation
SPARK Schools with the Performing Arts Reach Kids ● Sought out and partnered with 9 under-resourced and "arts-deprived" schools ○ Work sequentially, starting with entire 3rd or 6th grade ○ After 3 years, working in all 3 grades in middle school and top 3 grades in elementary ● Embed the performing arts in each school through: ○ teacher professional development, classroom workshops, and resources ● Each student saw 9 live performances and engaged in 45 classroom workshops in 3-year period
Capturing Impact Socio-Emotional Growth Increased Collaboration (workshops observations ) (research measurement booklets) Impact of Live Performance (post show surveys) Enhanced Empathy and Creative Skills Perspectives (performance tasks) (perspective taking tasks)
5000 Post show surveys across 15 different productions 1500 Measurement Surveys 600 Individual Performance Tasks Innumerable tiny pencils
“Theater is for me”
Theater Interest Example Question: “Theater is for someone like me” d = 0.50
In-theater Impact Surveys ● Protocol: Integrated into the talk-back with artists to support meaning-making ● Surveys were designed to be inviting without cuing or leading student responses
In-Theater Survey: Feelings during the show
FLY MOTHER AFRICA: MY HOME
In-theater surveys: Mother Africa Happy/Joyful Upset/Disappointed Excited/Thrilled Mad/Angry Calm/Peaceful Sad/Sorry
In-theater Impact surveys: FLY Happy/Joyful Excited/Thrilled Upset/Disappointed Mad/Angry Calm/Peaceful Sad/Sorry
In-theater surveys: Different performances produce different emotional responses Happy/Joyful Upset/Disappointed Excited/Thrilled Mad/Angry Calm/Peaceful Sad/Sorry
UNDESIRABLE ELEMENTS: GENERATION NYZ PEDAL PUNK
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In-Theater Survey: Impact of Pedal Punk Personal Relevance Motivation to Action Social Bridging Aesthetic Growth 25
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In-Theater Survey: Impact of Undesirable Elements Personal Relevance Motivation to Action Social Bridging Aesthetic Growth 27
In-Theater Surveys: Different production genres have different impacts Personal Relevance Motivation to Action Social Bridging Aesthetic Growth
In-Theater Surveys: Pre-show workshops increase impact SPARK Kids Personal Relevance Control group Motivation to Action Social Bridging Aesthetic Growth
In-theater Surveys: The Classroom Workshop Effect fadffdfsfggsdgfgsdfgsfd nnfghfghghgd ffdfgsfgsfgfffg Treatment group (n=51) Control group (n=45)
Creative Collaboration 32
Peer Relations: “Who’s In Your Theater Company?”
Who’s In Your Theater Company?
Expanding Worldviews 35
Performance Skills Level of Improvisation Average Length of Improvisation
Performance Task: Change in one student over time Spring Fall ’16: ’18: Fall ’17: Spring “He’s “He’s feeling “He’s ’17: really sad, feeling Spring feeling frustrated, “Oh mad and mad. Sad mad – no, ’16: because he’s why Fall ’15: angry and because there and he “He’s can’t I exhausted has to go he can’t “Confused.” somewhere, feeling because go frustrated go to he can’t through happy” because he the side go can’t go the through the through that he wall?” wall, and mad the wall” because he’s wants” tired of doing it too much.”
Performance Task: Unique ‘internal state’ language words used
Performance Task: “Life Outside the Frame’
Expanding Worldview Example Question: “I can imagine what life is like for others”
The Unexpected Impact: HOPE
Future Orientation Example Question: “I will graduate from high school”
Get ‘em to the theater while they’re young! Different shows/genres = different SEL impacts Pre-show engagement deepens impact Increased collaboration and creativity skills Expands worldview and builds empathy HOPE!
“ This was a magical trip. I hope you all know that you are introducing young people to a lifelong love of theater.” New Vic parent of a 4 year old
QUESTIONS? Thank you! Visit NewVictory.org/Research for more information
https://dashboard.intrinsicimpact.org/users/sign_in lbuller@new42.org 48
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