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Wide Awake to the World: The Arts and Urban Schools—Conflicts and Contributions of an After-School Program

Abstract While the benefits of arts involvement are increasingly clear, policies and practices consistent with this recognition are not proceeding apace. Nearly half the schools in the United States have no full-time arts teachers and emphases on “standards” have led to the elimination of the arts in many urban schools. This case study of a multi-year after-school arts program in urban public schools explores challenges and tensions that emerged during the program’s implementation. Focusing on understanding the place and purpose of an arts program in a specific community, we employed a grounded theory approach and used multiple data-gathering methods, ranging from observations and interviews to surveys. We found that in serving hundreds of students, employing dozens of staff, and aiming to meet several complex goals, this arts program faced technical challenges that undermined its effectiveness. The arts program also suffered from unaddressed conflicts regarding norms and values. Artists attempted to provide students opportunities for creative exploration, while school staff emphasized control, order, and academic goals. We discuss these tensions and the ways they undermined the arts program.