Title: Capturing Impact in TYA Speaker: Lindsey Buller Maliekel, New - - PowerPoint PPT Presentation
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
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.
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Capturing Impact in TYA
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
NYC’s first theater entirely devoted to kids and families
International stage for all ages
Every year, New Victory provides more kids with more live performing arts in more grades than any other arts organization in the city
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Bringing kids to the arts & the arts to kids
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the Pierre and Tana Matisse Foundation
Schools with the Performing Arts Reach Kids
○ 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
○ teacher professional development, classroom workshops, and resources
period
Socio-Emotional Growth
(research measurement booklets)
Impact of Live Performance
(post show surveys)
Increased Collaboration
(workshops observations )
Enhanced Empathy and Perspectives
(perspective taking tasks)
Creative Skills
(performance tasks)
5000 Post show surveys across 15 different productions 1500 Measurement Surveys 600 Individual Performance Tasks Innumerable tiny pencils
Theater Interest Example Question: “Theater is for someone like me”
d = 0.50
In-theater Impact Surveys
talk-back with artists to support meaning-making
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 Upset/Disappointed Excited/Thrilled Mad/Angry Calm/Peaceful Sad/Sorry
In-theater surveys: Different performances produce different emotional responses
Upset/Disappointed Mad/Angry Happy/Joyful Sad/Sorry Excited/Thrilled Calm/Peaceful
PEDAL PUNK UNDESIRABLE ELEMENTS: GENERATION NYZ
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In-Theater Survey: Impact of Pedal Punk
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Personal Relevance Motivation to Action Social Bridging Aesthetic Growth
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In-Theater Survey: Impact of Undesirable Elements
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Personal Relevance Motivation to Action Social Bridging Aesthetic Growth
In-Theater Surveys: Different production genres have different impacts
Social Bridging Personal Relevance Motivation to Action Aesthetic Growth
In-Theater Surveys: Pre-show workshops increase impact
Social Bridging Personal Relevance Motivation to Action Aesthetic Growth
Control group SPARK Kids
Treatment group (n=51) Control group (n=45)
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In-theater Surveys: The Classroom Workshop Effect
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Creative Collaboration
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Peer Relations: “Who’s In Your Theater Company?”
Who’s In Your Theater Company?
Expanding Worldviews
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Level of Improvisation Average Length of Improvisation
Performance Skills
Performance Task: Change in one student over time
Fall ’15:
“Confused.”
Spring ’16: “He’s feeling happy” Fall ’16: “He’s feeling mad because he can’t go to the side that he wants” Spring ’17:
“Oh why can’t I go through the wall?”
Fall ’17:
“He’s feeling mad – no, angry and exhausted because he can’t go through the wall”
Spring ’18:
“He’s feeling really sad, frustrated, and mad. Sad because he’s there and he has to go somewhere, frustrated because he can’t go through the wall, and mad because he’s 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”
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
Visit NewVictory.org/Research for more information
QUESTIONS?
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https://dashboard.intrinsicimpact.org/users/sign_in
lbuller@new42.org