By Scott Walker Cunningham
Davidson College Education Scholar
2014 Digital and Media Literacy Camp student Abekh El
“Do you like your name, Abekh?”
“I don’t like it. I like Jackson 2.”
“Do you feel a certain way when you dance?”
“I just love dancing. And when I dance I feel like I’m famous.”
I overheard this hallway conversation between seven-year-old Abekh El and 17-year-old Morelia Trinidad as they collaborated on a 30 second film showcasing Abekh’s self-proclaimed dance skills.
The project was for a breakout session at Studio 345’s Digital & Media Literacy camp that Abekh enrolled in and Morelia worked at as an intern. Breakout sessions offer afternoon courses that students sign up for by preference, customizing learning experiences for participants. The options this time around included Claymation, piñata making, cup stacking, and movie making. Abekh and Morelia picked the last one.
Dressed in a dark, felt hat and leather shoes, Abekh spun around the room, liable to fling off his hat or spring onto his toes in a Michael Jackson-like manner at any moment. These moves were almost always accompanied by an impressive hip gyration. Once, he even moon walked the near quarter mile from 7th Street Market back to Studio 345.
During more sedentary activities, Abekh was often difficult to settle down. But in the white-walled hallway with cameras rolling, the setting seemed natural for him. Abekh came alive as the music echoed off the walls. He slid, spun, pounced, and clapped between beats. No one was telling him to sit down, and for six straight minutes he danced like the King of Pop was watching in the corner. It was beautiful.
Feeling the groove, Abekh shows off his best moves.
While stories of young talent like Abekh’s are not rare, his opportunity to cultivate those talents in programs like Studio 345’s is much less common. Research shows that this proves true for both Charlotte and the nation as a whole.
The National Institute on Out-of-School Time (NIOST) produced a report in 2009 on the benefits of and needs for afterschool programming. In 2006, “86% of the providers surveyed [by the Afterschool Alliance] said that children in their communities who need after school programs do not have access to them.”
The national statistics correspond on a local level as well. In 2011, Charlotte-Mecklenburg’s Out of School Time Task Force reported around 28,000 of the 140,000 youth in Charlotte-Mecklenburg County (CMC) that were enrolled in afterschool programming.
They also found “an estimated 35,000 additional youth [that] could benefit from afterschool programs,” leaving only 44-percent of students in need enrolled in programming. The demand exists in the CMC community for more programming, but the supply seems short.
The benefits such programs have on students are well documented by researchers. NIOST finds that arts-focused afterschool programs “can increase academic achievement, decrease youth involvement in delinquent behavior and improve youth attitudes towards themselves, and others and their futures.” Despite these findings, the Out of School Time Task Force found only “10% of youth were enrolled in summer programs that year.…[and] an estimated 3,800 youth on waiting lists for free and subsidized programs.”
When the task force approached the listed afterschool providers about this unmet need, they found lack of financial support and shrinking subsidies as commonly cited factors. These providers, however, state that they could meet the needs of additional youth with better financial support, leading to stronger staff, better facilities, and larger enrollment capacities.
The afterschool sector needs both private and public support, but the apparent costs are not as taxing as they seem. Investors and citizens alike capitalize on the social benefits of better funded afterschool programming. Fight Crime: Invest in Kids notes how “[q]uality youth development programs can cut crime immediately into academic enrichment, wholesome fun and community service.”
There are also economic benefits in supporting education. NIOST notes the Rose Institute’s findings that “[e]very dollar invested in high quality afterschool programs save taxpayers on average $3.00.” The World Literacy Foundation also finds a 3.7% increase in long-term economic growth and 6% increase in per capita income for every year that the average level of education is raised, a demonstrated result of well-executed afterschool programming. For anyone unfamiliar with economics, ask a banking friend. That sort of growth is significant.
Aside from the financial incentives, Teach for America-Charlotte intern, Nate Harding, illustrates the social responsibilities for all citizens in improving education opportunities for youth. “We are stake holders in the future of learning [….] Volunteer, donate, advocate – the form of support you choose to take is of little importance; what matters is that you take action.”
In Studio 345’s media lounge, Morelia edited Abekh’s video on Final Cut Pro, a skill acquired during her time at Studio 345. When I asked Morelia why she decided to enroll in the program two years ago, she said that in fourth grade, she and her cousin wrote screenplays for videos. She loved filming, and when she heard about the opportunity at the studio, she had to sign up.
“I felt lucky, you know? Not many kids get to run into things like this.”
Abekh sat beside her on a dark-leather bench. Both stared at the computer screen while she worked on the video’s transitions. Abekh jumped up from his seat every time he saw himself pounce onto his toes.
“That’s me! I did that.”
Constant mouse clicks ticked over the music like a metronome.
“Yeah,” said Morelia, “Lucky would be the word.”
Abekh giving all the right moves.
Abekh may not be the King of Pop (yet), but he already has some smooth moves.
Scott Cunningham is a rising junior at Davidson College with an interest in civic engagement, social entrepreneurship and the arts. His hobbies include creative writing, photography, acoustic guitar and most things athletic. He can be reached at firstname.lastname@example.org.