Educational Mentoring Through The Arts & Humanities Overview
Profile ( less )
Target demographics: Young people ages 10-21
Direct beneficiaries per year: Up to 100 in Chester County
Someone who had 3 hours of volunteer time could: Spread the word about an upcoming Performance; gather donations for a future silent auction; attend a “Creating Voice” to learn about the issues kids are facing and learning to deal with today; encourage others to write a review!
Geographic areas served: Chester County, PA
Programs: The EMTAH Ensemble (currently choosing a name!); Creating Voice; the Cafe Performance initiative; Youth Panel - youth leaders helping adults understand the issues youth face today; individual and small group instruction on piano, bass, guitar, percussion.
When “Steve” came to EMTAH had ADD (Attention Deficit Disorder) and a grade point average of 1.8. He wandered the streets, experimented with drugs, spoke incoherently, and often hit himself in the head. When he started studying piano at EMTAH, his ADD was most evident in his lack of focus and ability to keep time. He was literally unable to beat his foot four times in a row.
Steve’s teacher began to develop an in-depth creative relationship with him, and using our progressive and rhythmic curricula he taught him to focus and build his concentration. Once “Steve” was able to focus and concentrate on rhythm, he was able to begin applying this ability to other areas of his life. Within one year Steve had raised his GPA to 3.5; he later graduated with honors from the University of Washington graduate school and recently emailed us to say he is now happily married and earning his PhD at the University of Maryland.
Before her mother died, Sharia had lived for months in unused tunnels of the New York Subway, sticking her skinny little arm up into the candy machines to feed herself and her younger brother. When she was put in care of the State, she was diagnosed with PTSD (Post Traumatic Stress Disorder) and only spoke in whispers. She started with EMTAH taking singing in a small group – in time, was singing from the stage.
Josef was a seriously depressed teen who often missed his lessons. “When he first started, he was extremely self-critical”, his teacher said. “He was very quiet and he’d sit and play, and every time he made a mistake he’d scold himself. He was very hesitant to communicate with me – he was never hostile, but he held himself back”. In time, Josef regularly made his lessons despite having to take two busses to get to the studio, and developed an easy rapport, often joking with his teacher. His social worker told us “EMTAH has truly been a life-saving intervention for him.”
Jasmine had a 4.0 GPA (grade point average) but was lonely and isolated. She grew into a happy, well adjusted student who was content with a GPA of 3.5 because she’d reclaimed and rejuvenated her spirit.
These are not just isolated success stories – EMTAH students thrive.