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Latino Cultural Studies

Stay-in-School Quinceanera Program Organization

Because of COVID-19, workshops were taught online and in person. In the fall, the art project was based on the theme Dia de los Muertos, the students made Calaveras and learned about altar/ofrendas. They students attended the play The Tears/Las Lagrimas de la Llorona and had a chance to visit with the producer and the actors. Antonio Hernandez, the main protagonist and Patricia Marcantonio, the producer and director taught classes on script writing and storytelling.
The students took part in a self-identity art project that included creative writing and painting with local artists. Teatro Milagro did online workshops that culminated with a play about the life of astronaut Ellen Ochoa and learned Mexican folk dancing. A field trip to visit the newly renovated Idaho Historical Museum was a highlight as was the parent’s recital at the end of each session.

The Essential Question that guided our projects’ focus was:

Can learning about your own cultural identity and background play a role in your academic educational success?

According to research, students who participate in art projects and experience success, improve their academic performance and acquire more self-confidence. Research also shows that when Latino students’ cultural heritage is acknowledged and valued, they become more resilient.

The students who join our workshops are from diverse background; some are first and some are second generation; some are bilingual and some monolingual English. What they have in common is a mutual desire to learn about the Latino culture by instructors who serve as role models. Through this interaction, the students acquire s sense of the richness of the Latino cultures.
This knowledge will accompany the students in their high school experience and will allow them to participate and appreciate artistic and cultural endeavors and possible lead a cultural project.
The recital is an opportunity for the students to talk about what they learned during the sessions and to demonstrate their accomplishments. The students describe their art pieces and talk about the artistic processes they used, articulate their goals, read their essays and poetry, perform their music and perform their dance learned during the recital.

At the conclusion of the project, students responded to questions related to the identified Standards:

#5 — Develop and refine artistic techniques and work presentation — The students learned and practiced on their recorders and learned the accompaniment to a traditional song in preparation for final presentation at the recital. They wrote poetry based on their own life experiences. #6 — Performing: Convey meaning through the presentation of artistic work — The students learned a folkloric dance from Jalisco Mexico, located the place in a map and discussed traditions in comparison where their families were from.
#8 — Interpret intent and meaning in artistic work — By describing their own experience working with the artists, the students realized the meaning behind their own work and realize that there is always meaning behind any art piece or project. At the recital, the students read their essays, describe their art pieces and talk about the process.
The clearly defined goal of the recital at the end of the program, serve as an incentive for the students to prepare their artistic work. They listen and depend on each other and take leadership whenever possible. The students feel valued by their parents, siblings, and extended family.

Impact

Prevention programs like this make a tremendous impact in the Latino community, motivating middle school students to stay in school, to look and appreciate learning opportunities in school and out in the community, and to begin preparing for college while in high school.
The clearly defined goal of the Parent Recital at the end of the program allows the parents the opportunity to celebrate their kids? success and provides the motivation of the program. It is an opportunity for the parents and families to celebrate and value their children. Usually the program usually provides the main dish, beverages, and cake, and the families bring a dish to share. But due to COVID -19 we now have to order individual lunches from restaurants.
In a competitive society where many of these students fall through the cracks, a celebration that focuses on the students’ commitments to staying in school is quite important.
By bringing the cultural presentations at community festivals, a stronger community bond is built. All of the above makes an impact in the lives of the young participants of the SSQP program and their families.

Reflection

At the end of the project, we feel satisfied once more to have touched the lives of a group of young Latino middle school students.
We still need to focus on recruiting; this is one of the most challenging aspects of the program. But the students who join have a great experience and look forward to the sessions.
The students are always mesmerized by the instructors and will often engage in conversations as they so diligently work on their art projects. They love the dancing be it ballroom or folklorico. Wax flower making is always fun for the group.
Mental Health was presented by a counselor and unsurprisingly the subject of depression came up. We think than anything that we can do to help young people find ways to keep optimistic about their lives is a plus.
Our recommendations to others working with Latino youth would be to include Latino instructors and artists. Working with Latino role models — artists, instructors, and presenters – the students get inspired and learn that there is a community willing to support them in their educational endeavors.

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