Los Angeles County Department of Arts and Culture’s Post

Through my own educational journey and over a decade of working with high school students and the organizations that serve them, I noticed a glaring gap: career programming for the arts simply doesn’t measure up to what's available in other sectors. If you’re a young person dreaming of a career in business, tech, health, law, or education, you can usually find initiatives, resources, and mentors to support that dream. But for students passionate about the arts, career advice too often sounds like: “You’re so talented, but this is just a hobby, right? What are you actually going to do for a living?” This is why I co-founded FamFrequency Productions. Our mission is simple yet powerful: to help young music creatives—especially BIPOC and women—build sustainable careers and viable streams of income in an industry that has historically lacked representation and support. Through our fellowship program, we equip high school students in Philadelphia with the tools, training, and connections they need to succeed. From music production and branding to financial literacy and entrepreneurship, we’re empowering the next generation of artists, producers, and engineers to take control of their futures. Here’s the impact we’re making: ✅ Over 300 hours of hands-on programming for each participant. ✅ Paid internships at music studios and organizations. ✅ Students earning income through music (selling beats, audio engineering, scoring scenes for films, sync deals, ect). ✅ Industry insights from professionals like entertainment lawyers and music supervisors. ✅ Exposure to a wide range of careers in the music entertainment industry. Whether it’s watching a student-artist’s confidence grow through music production, helping them sell their first beat, or collaborating with them to negotiate the terms of a song placement for a national campaign, we are committed to creating opportunities that turn passion into sustainable careers. If you believe in the power of music, creativity, and opportunity, let’s connect! I’d love to collaborate, hear your thoughts, or explore ways we can work together to empower the next generation. #CreativeEntrepreneurship #FamFrequencyProductions #YouthEmpowerment #MusicEducation #NonprofitImpact

Jussi Pylkkanen inspired our supporters and students with his thoughts and ideas on why access to the arts is important, summarised below, and in our highlights Zoom recording here, from our holiday supporters' event at Christie's and on Zoom. We are so grateful to Jussi and to our other panellists Sir Michael Craig-Martin, Katy Wickremesinghe and Taymoor Atighetchi. "Why Access to the Arts is Important: 1. The government, through the Arts Council and Regional Museums, should organise a good online arts learning programme for primary and secondary school children. Seniors from the art community should support/lecture/be filmed introducing their specialist areas. 2. Regional museums should be free for children and students. Free family days should also be held monthly to encourage parental involvement. Seniors from the art community should be invited to speak or hold workshops on these days. 3. Art History GCSE (which used to exist as an O Level) should be reintroduced. AHLU has started providing the evidence for this market with their Art History Higher Project Qualification (HPQ) course, equivalent to half a GCSE, for state school Y9 and 10 student on ten term-time Sundays at the The Courtauld Institute of Art and online. Places on their current course were heavily oversubscribed, with over 40 students on the course, with 85% from under- represented backgrounds.Thereby proving that there is both a market and value for formal qualifications in art history in the state sector. 4. With the advent of high-impact digital art exhibitions, such as the recent Van Gogh and Hockney shows, there is great scope to introduce these exhibitions into key museums across the country. Funding for the set up and operation of these sites would be required but could be achieved by a good sponsorship programme. 5. With the advent of high-impact digital art exhibitions, such as the recent Van Gogh and Hockney shows, there is great scope to introduce these exhibitions into key museums across the country. Funding for the set up and operation of these sites would be required but could be achieved by a good sponsorship programme. 6. Paid internships should be a mandatory part of any healthy art organisation, both public and private. JP" Photo: Assemble Content

Travien Bryson and I are excited to embark on our seventh cohort of Mad Beatz Philly's Emerging Teacher Training Program TONIGHT at Norris Square! Since the first cohort launched at Cristo Rey High School in July, 2021, the Emerging Teacher Training Program has engaged over 50 Philadelphia residents ages 17-50 interested in learning how to teach drumming classes for elementary, middle, and high school students. Of the participants, 22 have found competitively-paying work as teaching artists, and 5 have been contracted and retained to sustaining, school-based positions. Travien and I love the work of co-mentoring; together, we teach participants to develop the following domains of effective teaching: 🗣 Verbal and non-verbal communication skills 📝 Classroom management procedures 🏆 Goal-setting and how to achieve goals with step-by-step processes 😌 Building positive, trusting relationships with students Why explore teaching with a 10-session program like this? 1. Training is free to all Philadelphia residents 2. Participants who complete the one-month cohort receive a paid internship with a successful, positive-minded teacher 3. After completing the paid internship, participants are offered a teaching artist contract that pays $50/hr (minimum two hours per assignment) Why should teaching artists train before attempting to teach for the first time? Skills builds confidence, and confidence leads to success in teaching.  Confidence is the key to enjoying your time with students; students are kids who can feel when a teacher is confident - and especially when they are NOT confident! Kids react with energy, enthusiasm, and teamwork to confident leaders.  Why is Mad Beatz Philly so passionate about training new teachers?  We visualize every new participant we meet as an emerging educator waiting to feel the joy of their first WIN in the music room. There is nothing like creating a lesson plan, practicing it at home, and crushing it with your students. Take it from Jesse and Travien, two Philly educators with over 30 years of combined experience: We have taken kids who didn't know how to make music together and unlocked their creativity and appreciation for teamwork. It is a feeling like no other, and we LOVE seeing emerging teachers get their first wins! #teachertraining #newteachers #teachermentors #madbeatzphilly

𝗦𝗵𝗼𝘂𝗹𝗱 𝗪𝗲 𝗔𝗹𝗹𝗼𝘄 𝗧𝗵𝗲𝗺 𝗧𝗼 𝗗𝗿𝗲𝗮𝗺? In my time, as children, we were allowed to dream but one would quickly be woken up from that dream if it does not align with a parent's wish. Technically, many of us in the 60s were not encouraged to dream. Sometime ago, I was asked to inspire the dreams of the children of a school, age between 10 and 17. I was excited, though, it seemed a wide age gap for me to handle and I still wanted each of them to find value. I then created a Workbook and we had fun. The success of the workbook will soon see transform into a general book for more schools. So the children of nowadays are allowed to dream👏🏾👏🏾👏🏾👏🏾 𝗪𝗵𝘆 𝗪𝗲 𝗦𝗵𝗼𝘂𝗹𝗱 𝗔𝗹𝗹𝗼𝘄 𝗖𝗵𝗶𝗹𝗱𝗿𝗲𝗻 𝘁𝗼 𝗗𝗿𝗲𝗮𝗺 At the event by Kidpreneur Africa I met many children inspired to participate and showcase their businesses and achievements at the event. It's amazing to see the dreams that are being projected. 𝗔𝘁 𝘁𝗵𝗲 𝗲𝘃𝗲𝗻𝘁, 𝗜 𝗺𝗲𝘁 𝟲 𝘆𝗲𝗮𝗿 𝗼𝗹𝗱, 𝗔𝗰𝗵𝗶𝗲𝘃𝗲𝗿 𝗢𝗺𝗼𝘁𝗼𝘀𝗼 𝘁𝗵𝗲 𝗮𝘂𝘁𝗵𝗼𝗿 𝗼𝗳 𝗮 𝗯𝗼𝗼𝗸, 𝗕𝗿𝗮𝘃𝗲𝘆, 𝗧𝗵𝗲 𝗦𝗮𝗯𝗲𝗿𝘁𝗼𝗼𝘁𝗵𝗲𝗱 𝗧𝗶𝗴𝗲𝗿. He proudly showed us his book and also advertised it on social media. My take: 1) Focus - Dreams do come true. Let us encourage children to be children 2) Give them room to try out their skills 3) Expose them to their dreams through internship, workshops and relevant programmes 4) Parents should guide children, not oppress them with their own ideas 5) Schools have a role to play especially through curricular activities which can propel the children to greater heights. 6) Education should have a more diverse syllabus so that we can have technical courses at all levels 7) 𝗘𝘃𝗲𝗿𝘆 𝗗𝗿𝗲𝗮𝗺𝗲𝗿 𝗰𝗵𝗶𝗹𝗱 𝘀𝗵𝗼𝘂𝗹𝗱 𝗯𝗲 𝘁𝗮𝘂𝗴𝗵𝘁 𝗵𝗼𝘄 𝘁𝗼 𝘀𝗽𝗲𝗮𝗸 𝘀𝗼 𝘁𝗵𝗲𝘆 𝗰𝗮𝗻 𝘀𝗲𝗹𝗹 𝘁𝗵𝗲𝗶𝗿 𝗱𝗿𝗲𝗮𝗺𝘀 𝗮𝗻𝗱 𝗴𝗿𝗼𝘄 𝗔𝘀 𝘄𝗲 𝗰𝗲𝗹𝗲𝗯𝗿𝗮𝘁𝗲 𝗼𝘂𝗿 𝗰𝗵𝗶𝗹𝗱𝗿𝗲𝗻 𝘁𝗼𝗱𝗮𝘆, 𝗜 𝘀𝗮𝘆 "𝗛𝗮𝗽𝗽𝘆 𝗖𝗵𝗶𝗹𝗱𝗿𝗲𝗻'𝘀 𝗗𝗮𝘆" To my young self - please dream more. ------------------------------------------- 𝗦𝗼, 𝗵𝗼𝘄 𝗲𝗹𝘀𝗲 𝗰𝗮𝗻 𝘄𝗲 𝘀𝘂𝗽𝗽𝗼𝗿𝘁 𝗼𝘂𝗿 𝘆𝗼𝘂𝘁𝗵𝘀 𝘁𝗼 𝗮𝗰𝘁𝘂𝗮𝗹𝗶𝘀𝗲 𝘁𝗵𝗲𝗶𝗿 𝗱𝗿𝗲𝗮𝗺𝘀? 𝗜 𝗹𝗼𝗼𝗸 𝗳𝗼𝗿𝘄𝗮𝗿𝗱 𝘁𝗼 𝘆𝗼𝘂𝗿 𝘃𝗶𝗲𝘄𝘀. ------------------------------------------- #childrensday #happychildrensday #newweek #childrendreamers #dreams #achiever #20daylinkedinchallengewithhaoma #

#blog on the topic of charter school: A charter school is a publicly funded school that operates independently of the traditional public school system. These schools are granted a charter by an authorized entity, such as a state or local school board, which outlines the school's mission, goals, curriculum, and accountability measures. Charter schools often have more flexibility in their operations, allowing them to innovate in teaching methods, curriculum design, and organizational structure. They may specialize in specific areas such as arts, technology, or language immersion, catering to the diverse needs and interests of students. While charter schools are publicly funded and open to all students, they typically have autonomy in hiring staff, managing finances, and setting academic standards. Charter schools are accountable for meeting performance goals outlined in their charter and are subject to periodic reviews to ensure they are fulfilling their educational mission effectively. 1. Publicly Funded: Charter schools receive public funding, similar to traditional public schools, but operate independently and may have additional sources of revenue, such as grants or donations. 2. Autonomy: Charter schools have autonomy in decision-making regarding curriculum, hiring practices, budget management, and daily operations, allowing for flexibility and innovation in education. 3. Specialization: Many charter schools offer specialized programs or focus areas, such as STEM (Science, Technology, Engineering, and Mathematics), performing arts, foreign languages, or vocational training, to meet the diverse needs and interests of students. 4. School Choice: Charter schools provide families with an alternative to traditional public schools, offering greater choice and flexibility in education. 5. Accountability: Charter schools are held accountable for academic performance and adherence to their charter agreements, which outline their mission, goals, and performance expectations. They may face closure or non-renewal of their charter if they fail to meet these standards. 6. Innovation: Charter schools often serve as laboratories for educational innovation, experimenting with new teaching methods, curriculum models, and educational approaches to improve student outcomes. 7. Community Engagement: Charter schools may foster strong partnerships with parents, community organizations, and businesses to enhance the educational experience and support student success. #talentserve #internship #edutech

November reminds me that it is time for basketball and indoor track and field. NYC Department of Education's Public School Athletic League (PSAL) is extremely important for Pathways in Technology Early College High School. It takes a lot to create a STEM early college completion culture partnered with industry. Many of our dual credit, dual enrolled, early college students are also scholar athletes before they experience skills-based paid internships with industry. Jordan Marcano Selah Bah Ginni Rometty November 2015 Malik Melhado Malik Melhado and Jordan Marcano were part of the winning 4x200 relay at the PSAL Pilgrim Games. Rachel Rosen, MDRC "We believe that CTE leaders will be really interested in the positive impact that we're seeing for students who are participating in P-TECH. P-TECH 9-14 students signed up for dual enrollment programs at higher rates, attempting and earning more college credits than the comparison group students by the end of four years in high school". MDRC October 2023 P-TECH 9-14 Pathways to Success Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation New findings in this report indicate that the P-TECH model increased students' postsecondary degree completion, particularly for male students, and boosted internship and dual enrollment rates, even during the pandemic. "By the end of the first year of postsecondary education, 2.6 percent of female and 1.8 percent of male P-TECH 9-14 students had earned degrees, compared with virtually no students from the comparison group, of either gender. These impacts for both genders are statistically significant". "Male students who had the chance to attend P-TECH 9-14 schools were more likely to attain college degrees than male students assigned to other kinds of schools". https://lnkd.in/gKxihZfK www.ptech.org

To make the most of your summer, it's good to start early, even if snow is still on the ground! Many summer programs have an application deadline of March 1 or earlier and others offer early registration discounts. Summer is a great time to fill in gaps in your profile or dive deeper into areas of interest for high school sophomores and juniors. Below are five tips to make the most out of your summers. https://lnkd.in/eZKMRvNn

From Street to Classroom: Pehchaan The Street School's Journey of Transformation The Early Years: Street Education Pehchaan The Street School began as a street education program, providing basic literacy and numeracy skills to marginalized children in the streets of Kano. Our dedicated team of educators and volunteers worked tirelessly to create a supportive learning environment, despite the challenges of inadequate resources and infrastructure. The Turning Point: Establishing a Physical School As our program grew, we recognized the need for a physical school to provide a more comprehensive education. With the support of our community and partners, we established a school building, complete with classrooms, libraries, and recreational facilities. This milestone marked a significant turning point in our journey, enabling us to expand our curriculum and provide a more holistic education. Curriculum Expansion and Innovation Our curriculum has evolved significantly over the years, from basic literacy and numeracy to a comprehensive program that includes science, technology, engineering, arts, and mathematics (STEAM). We have also incorporated innovative teaching methods, such as project-based learning and gamification, to engage our students and promote deeper learning. Impact and Outcomes The impact of Pehchaan The Street School's transformation has been profound. Our students have shown significant improvements in academic performance, attendance, and overall well-being. Many have gone on to pursue higher education and secure better employment opportunities, breaking the cycle of poverty and marginalization. Research has shown that education is a critical factor in social mobility and economic development (Hanushek & Woessmann, 2007). Moreover, innovative teaching methods and curriculum expansion have been linked to improved student outcomes and increased engagement (Ladson-Billings, 1995; Thomas & Sugar, 2011). Conclusion Pehchaan The Street School's journey of transformation is a testament to the power of education and community engagement. From humble beginnings on the streets to a thriving educational institution, our commitment to providing quality education has led to a profound impact on the lives of marginalized children and the community at large. We believe that every child deserves access to quality education, and we are dedicated to making this vision a reality. References: Hanushek, E. A., & Woessmann, L. (2007). The role of education in economic growth. In A. J. Coulson (Ed.), Encyclopedia of education economics (pp. 1-8). New York: Routledge. Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165. Thomas, J. W., & Sugar, A. (2011). Project-based learning: A review of the literature. Journal of Research on Technology in Education, 43(2). https://lnkd.in/e29tfKuw

Meet Libby Williams, our exceptional #GrantWriting Intern at E.R.E., whose journey from an inspired high school student to a champion of #EducationalEquity is nothing short of inspiring. Libby's unique blend of skills - from her English degree to her 16 years of piano experience and self-taught artistry - makes her an invaluable asset to our team. Her passion for merging writing expertise with #SocialImpact drives our mission forward. "I value E.R.E.'s dedication to educational equity," Libby shares. "Understanding that education is not one-size-fits-all and addressing students' unique needs are crucial for making a real difference." Libby's advice? "Embrace failure as part of your #LearningCurve. Recognizing that inevitable setbacks make it easier to move forward and succeed." Her story reminds us that our diverse skills and passions can converge to create meaningful educational change. 𝘊𝘩𝘦𝘤𝘬 𝘰𝘶𝘵 𝘩𝘦𝘳 𝘧𝘶𝘭𝘭 𝘴𝘱𝘰𝘵𝘭𝘪𝘨𝘩𝘵 𝘣𝘺 𝘤𝘭𝘪𝘤𝘬𝘪𝘯𝘨 𝘵𝘩𝘦 𝘭𝘪𝘯𝘬 𝘪𝘯 𝘵𝘩𝘦 𝘤𝘰𝘮𝘮𝘦𝘯𝘵𝘴 𝘣𝘦𝘭𝘰𝘸! 𝗧𝗵𝗮𝗻𝗸 𝗟𝗶𝗯𝗯𝘆 𝗶𝗻 𝘁𝗵𝗲 𝗰𝗼𝗺𝗺𝗲𝗻𝘁𝘀 𝗳𝗼𝗿 𝗵𝗲𝗿 𝘃𝗮𝗹𝘂𝗮𝗯𝗹𝗲 𝗰𝗼𝗻𝘁𝗿𝗶𝗯𝘂𝘁𝗶𝗼𝗻𝘀 𝘁𝗼 𝗘.𝗥.𝗘. 𝗮𝗻𝗱 𝘁𝗵𝗲 𝗳𝗶𝗲𝗹𝗱 𝗼𝗳 𝗲𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻. 👏 𝗟𝗲𝘁'𝘀 𝗰𝗲𝗹𝗲𝗯𝗿𝗮𝘁𝗲 𝘁𝗵𝗼𝘀𝗲 𝘄𝗵𝗼 𝗮𝗿𝗲 𝘀𝗵𝗮𝗽𝗶𝗻𝗴 𝗮 𝗯𝗿𝗶𝗴𝗵𝘁𝗲𝗿 𝗳𝘂𝘁𝘂𝗿𝗲 𝗳𝗼𝗿 𝗼𝘂𝗿 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀!" #WomenInEducation #EducationMatters #StudentSuccess #FutureLeaders #PersonalGrowth #ProfessionalDevelopment #NonprofitWork #SocialChange #CommunityImpact #EducationReform #InspirationalStories #WomenEmpowerment #LeadershipDevelopment #CareerAdvice #EducateRadiateElevate