Cultural and Social Activities:
Awakening youngsters to their creativity while exposing them to that of others is the main objective of the Brooklyn Youth Enrichment cultural programs. Our numerous social activities—such as visits to museums, concerts, and plays and our annual Christmas event—are meant to prepare members for enjoyable social interaction and exposure to other art forms outside that available with Brooklyn Youth Enrichment programs. Arts activities are not mere playtime. We intend that these various outlets encourage each child to recognize his or her talents and to learn respect and appreciation for the world’s many art forms, styles, tastes, and opinions.
Film and Performing Arts Program:
This is a visual arts program that offers young people another avenue through which to explore their creativity and critical thinking. Classes and workshops in the arts are often intertwined with drama and music, as youth prepare for art shows and community presentations. you.Young children are active and exuberant explorers. They observe the world around
them and may get much of their information and education from television and film. The activities of our afterschool segment foster English-language acquisition through the development of oral and written communication related to the study of the moving image. Young students tell stories by combining their observations with their inner worlds of fantasy. We help children to capture these combinations of fantasy and reality to create unique moving images. Children experience moving images from their earliest childhood. Developers of cartoons, films, adverts, and all moving image media construct their work to tell stories and provoke feelings. They are a massive part of our culture. Children learn intuitively to read this information so they can follow a story. Moving Image Education is about helping young people to question, analyze, explore, and understand the meaning of what they are watching and hearing. We work with children to make their film or video, use cell phones, for example, and analyze or learn how to read movies, culture, and heritage of moving images. Our artists offer children opportunities to use film, television, and animation to illustrate and illuminate other content areas while developing skills necessary to create moving images. We suggest activities to help improve students’ ability to express their point of view. While the ability to operate a camera or edit video would be helpful, they are not necessary to implement the activities about the movie and the media image learning. Cellphone videos are useful in this course for young children. We can explain the procedures necessary to create animation or video using the cellphone and films on how to media images.
The academic achievement of our students is important to the staff of the Brooklyn Youth Enrichment. Homework sessions would be held three afternoons per week, or more if needed, during the school year. We would make tutors available year round for children seeking extra assistance. Participants would be required to bring their report cards to Brooklyn Youth Enrichment—allowing counselors to monitor performance and provide any necessary help. All students would be encouraged to use computers at school or at home to improve their computer skills. Academic Support for At-Risk Youth. Academic support is a key component of the Brooklyn Youth Enrichment program. Children are required to finish their regular schoolwork before they start other activities. Based on years of research in education, the three-part academic-training program consists of homework help, tutoring and educational-enhancement activities. The shared objective of the three components is to encourage young people to become self-directed learners and assume responsibility for their own educational success. We believe that by introducing information technology as a fourth component of the academic-training program, young people will have a more realistic opportunity to avoid a destiny of failure. An increasing number of candidates for the work force come from groups traditionally on the margins of technological experience, yet the amount and breadth of technical training needed for many jobs have increased. Many jobs depend on the skills of symbolic analysis—abstraction, system-thinking, experimental inquiry and collaboration. The information age is changing the occupational structure to one based on mental, not physical, abilities. To the technologically astute, the quality of life will be improved dramatically. For others, however, traditional barriers to advancement will be reinforced, and additional hindrances will be created.
Art therapy is a form of psychotherapy in which the client usually creates some form of art-work, such as a drawing, doodles, a sculpture made of clay, a collage, or other two- or three-dimensional art. None of these techniques require any special talent, experience or training in the arts.
The artwork is then used as a focus for reflection in words between the client and therapist. This artwork is used in much the same way as dreams are used in therapy, because both artwork and dreams access the unconscious rapidly and effectively. Using a journal or diary, the individual is guided with focus questions about various areas of his or her life. Youth would be encouraged to draw, paint or engage in other forms of artistic expression. The young people would then be asked to write about the image in a journal and to reflect upon feelings captured in the artwork. Art therapy is said to foster use of both sides of the brain—nonverbal art expression is primarily a right brain process, and writing is a left-brain centered activity. Brooklyn Youth Enrichment maintains that art therapy is a means of supporting and fostering the development of the child's ego and sense of identity helping in the maturation process. Every child has creative drives, which, if encouraged in an atmosphere of controlled freedom, can promote emotional growth, satisfaction, joy and development of a positive self-image. Brooklyn Youth Enrichment will use music, painting, drawing, writing, masks and collages to provide children and teens with a means of expression that develops critical life skills.
• Physical Activity: Is often associated with various forms of exercise, but can include vigorous leisure or recreation activities. Examples include: walking, swimming, tennis, bicycling, golf, gardening, etc.
• Recreation: Typically associated with structured or organized group activities which are intentionally designed to benefit individuals, groups or communities. Camaraderie, skill development, fitness and enjoyment tend to be primary motivations for recreation participation. Depending on the degree of specialization, participation with sports, creative arts, or service groups are considered forms of structured recreation participation.
• Sport: Typically defined as an organized, competitive activity, requiring adherence to rules and/or customs and specific skills to play; the objective is often associated with winning or losing. We typically think of sports as being athletic competitions, but competitive games requiring intellectual skills and challenges (e.g., chess) are also considered “sport.”
• Play: Although there are many different definitions and theories of play—and adults also play—here we view play as spontaneous, unstructured, child-directed activity which is fun, freely chosen, actively engaging, and intrinsically motivated (e.g., done for its own sake as opposed to having to or for some external reward or achievement motive); it typically involves children interacting with others and/or their environment and may involve the suspension of reality and/or “rules” of play.
Brooklyn Youth Enhancement believes that attracting young people to STEM is the key to closing the achievement gap and eradicating the disparity in academic performance between disadvantaged and privileged students. To break the poverty cycle in low-income communities, BYE equips these students with the tools needed to learn about STEM disciplines at an early age. BYE’s access programs provide extended learning opportunities to supplement and enhance in-school learning. The U.S. has lagged behind other countries in terms of global competitiveness in recent years; our competitiveness will only improve if we start molding the next generation of innovators at a young age. Determined to increase the number of low-income students with STEM proficiency leading to future engagement in STEM fields, BYE
exposes low-income youth to supplemental education so that underserved students in Brooklyn improve their chances to compete as STEM professionals,
engages and intellectually challenges students to be innovative, analytical thinkers and problem solvers,
creates an environment where STEM fundamentals are not just read in a textbook, but instead, made applicable to real-world scenarios,
nurtures students’ innate curiosity to learn and explore,
showcases the vast opportunities available in all facets of STEM.
Financial support would enable BYE to expand access for more youth and enhance program quality. What outcomes BYE hopes to achieve: We seek to continue to meet the following objectives but do this on a larger scale because the problem of too few STEM-enabled low-income youth and citizenry is urgent. Children will learn STEM disciplines in a trans-disciplinary, intensive and applied but yet fun fashion, over the participation lifecycle (from kindergarten to 5th grade). We anticipate that we will expose 100% if the youth to a level of rigor that will inspire an interest in STEM fields while enhancing their capacity for academic achievement.
In this modern day and time, there are limited occasions for youth, and especially at-risk youth, or low-income and vulnerable adults to participate in cooking programs. The paucity of these programs creates an opportunity for us to develop community-based cooking programs that we will implement and evaluate with the goal of providing invaluable life skills and food literacy to these groups. The BYE nonprofit organization plans to develop and implement a community-based culinary arts skills and food literacy program for youth and adults as well to improve the livelihoods of residents in the area.
Our desire is to help a new generation of women, men, and families who have not otherwise had the resource or training to develop a livelihood and gain the opportunity to move forward into to a positive financial position using culinary skills.
BYE’s Goals with the Culinary Arts Program:
•Develop a professional understanding of culinary arts, a specialized segment of the hospitality industry that will provide immediate career opportunities.
•Learn industry-specific skills as identified by the National Restaurant Association Education Foundation Competencies as well as by the US Department of Labor's SCANS Report such as critical thinking, analytical skills and research skills designed to develop managerial competencies.
•Learn safe food handling, food presentation, and proper equipment use.
•Become familiar with the purchasing, storage, and handling of a wide variety of food products.
•Master new career skills which will assist participants in moving into culinary arts Chefs and other food preparers and management opportunities.
•Be equipped to take advantage of entrepreneurial activities that are prevalent in the food industry.
•Be prepared for further study and to take and pass certifying examinations administered by Hygiene's Food Handler Certification, National Restaurant Association's ServSafe@Food Handler, ServSafe@Alcohol, ManageFirst Certification and accrue points toward American Culinary Federation (ACF) certification.
•Learn management principles of a variety of commercial and non-commercial foodservice operations.
•To increase health literacy through health fairs for community residents’ with onsite health screenings, farm visits, presentations on diet/nutrition, and cooking demonstrations.
The program objectives will be to provide applied food literacy and cooking skills education taught by local chefs and registered dietitians. We will augment the classes, cooking sessions with field trips to community farms and food wholesale distribution facilities to foster an appreciation and understanding of food, from 'gate to plate.' Participants will also visit a range commercial and nonprofit culinary and cooking venues. We will administer pre-test and post-test cooking skills and food literacy assessments to all participants. We will conduct in-depth interviews with all trainees to help evaluate and improve future programming.
BYE currently has the support of more than 10 organizations and units representing public and private groups: business entities and associations, government agencies, and other nonprofit organizations. Because of BYE’s ongoing relationships with these organizations, through meetings, special cultivation events, service and referral mechanisms, and cooperation with business coalitions and organizations, we sought these organizations’ input in the development of the program components presented here. Because of BYE’s associations with these groups, we can work not only with formal leaders (e.g., administrators, officers, executive directors) but also with influential informal leaders who have constituencies, knowledge, and clout and are often the key to gaining credibility. Our collaborating partners’ organizations know what works in the target communities. They know, under-stand and are part of the cultural fabric that makes up the city and are sensitive to its issues, customs and norms. They see the most-effective ways to reach people with information and programs, the kinds of meetings and organizations people will attend and join, and what will create investment for residents and families. BYE has established fruitful relationships with numerous people and groups, such as those shown above.