Youth-led community arts hubs: Self-determined learning in an out-of-school time (OST) program

• Main Author: David Cameron Hauseman
• Format: Article
• Language: English
• Published: Taylor & Francis Group 2016-12-01
• Series: Cogent Education
• Subjects: self-directed learning; developmental evaluation; out-of-school time program; program evaluation; youth-led; self-determined learning; youth–adult partnerships
• Online Access: http://dx.doi.org/10.1080/2331186X.2016.1210492

This article reports findings from qualitative case studies of three youth-led community arts hubs, a program that is rooted in, and utilizes a self-determined learning approach. Qualitative case studies of three program sites sought to generate meaningful data that could lead to rapid ongoing program development and inform the development and delivery of new program sites. Multiple lines of inquiry were utilized, including observations, and focus groups at all three program sites were designed to gather outcomes and demographic data from participating youth, as well as interviews with program staff. Findings indicate that the program is more successful engaging youth when using primarily self-directed and youth-led approaches to learning and program delivery when compared to adult-driven and more structured activities. The findings of these qualitative case studies also hint at the program having a positive impact on participating youth, helping them build confidence, and strengthening their artistic abilities. Recommendations include promoting informal peer learning and mentoring to further self-directed learning opportunities, as well as operating the hubs during the summer months.