Curriculum Development/Instructional Approaches
Brite, J., Jaglinski, M. (2001). Art After School. Community Arts Consultants.
A guide for integrating arts programming into afterschool programs. Covers all aspects including financial plans and budgets, staffing, using artists as teachers, planning projects, area school, business and community collaborations, fundraising, writing and administering grants and how to initiate and conduct a publicity campaign for your program. The authors include sample art projects and resource list.
Bany-Winters, L. (1997) On stage. Theater games and activities for kids. Chicago, Illinois: Chicago Review Press, Incorporated
Acting and theater games help people of all ages focus and and improve their writing and communication skills. This book is designed to help children learn by doing. The goal of the activities are that children will learn how to express themselves with their voice and their bodies in addition to learning to interact socially and gain confidence through public expression.
Gamburg, R. (1987). Learning and Loving It: Theme Studies in the Classroom. Portsmouth: Heinemann.
A project-based approach to curriculum development that helps to promote youth's community involvement, critical thinking and problem-solving abilities. While written for school-based instruction, ideas and activities in this book may easily be modified for the after school context.
Haas-Foletta, K. and Cogley, M. (1990). School-age Ideas and Activities for After School Programs. Nashville: School-Age NOTES.
A compendium of projects and activities for children in an after-school context, including guidelines on developing a multicultural curriculum, including tips for suceessfitl field trips, good teacher/parent communication, conflict resolution and problem solving. Also contains a resource and publications guide.
Kreidler, W. J., Furlong, L. (1994). Adventures in Peacemaking: A Conflict Resolution Activity Guide for School-Age Programs. Nashville: School-Age NOTES.
This book provides hundreds of activities, ideas, and tips for creating a "Peaceable Program" designed to meet the unique needs of after school and summer programs, camps, and recreation centers. Children learn conflict resolution skills through fun, engaging activities that include drama, cooperative challenges, cooking, and art.
Faber, A., Mazlish, E. How to talk so kids will listen & listen so kids will talk. Nashville: School-Age NOTES.
Updated information on how to get children's attention, name feelings, explore alternatives to punishment, and encourage cooperation and independence. The simplified explanations help make this an excellent training resource.
Routman, Regie, (1994). Invitations. Changing as teachers and learners K-12. Portsmouth, Nil: Heinematm.<
A valuable book for educators at youth programs who want to know about basic literacy theory and practice. The book covers a wide range of topics, including thematic curricula, classroom management, spelling and skills work, to name a few. The book includes not only a discussion of literacy foundations, but also practical suggestions, lessons, and activities.
School's out, kids in: Developing an education-based after-school program. New York: Brooklyn Children's Museum.
A guide for developing an after-school theme-based curriculum. Presents a rationale for using themes, how to develop themes that build upon young people's interests and provides activities and project ideas for themes such as "Family Objects," "Build a Neighborhood" and "Water in Motion." The guide also suggests ways after school programs can use museums for field trips and as resources in program development.
Siegler, I., Torgerson, K. (1994). Doodles and oodles of art. Hands-on, process-oriented art experiences from everyday materials. Carthage, IL: Teaching & Learning Company<
This book presents more than 100 unique hands-on, process-oriented art projects that use easy-to-find and inexpensive materials. Good for afterschool programs with small budgets.
Singer, J. Y. (1992). People, parks and rainforests. Childhood Education, 68:05.
An article that describes a project at a community-based after-school program in which children researched rainforests; created a scale model, and got involved in the ecology of their local park.
Terzian, A. (1993) The kids' multicultural art book. Art & craft experiences from around the world. Charlotte, Vermont: Williamson Publishing
The arts and crafts shown in this book are from many different cultures and traditions around the world, including the Spanish-speaking world, Africa, Asia, as well as the United States and Canada. Kids can start the journey of exploring other cultures and have fun by creating its arts and crafts simply by using paper, glue, markers, and odds and ends found around most homes.