Why Should Your Organization Learn to Deliver and Sustain Best-in-Class Creative Aging Programming?
Providing opportunities for older adults to learning something new, express themselves creatively, and make new like-minded friends in a socially supportive environment is what creative aging programming is all about. This program model is a direct route to enhanced social, mental, and physical wellbeing for most people.
The Lifetime Arts’ Creative Aging Foundations Toolkit will help individuals and organizations shed outdated, ageist frameworks, and provide a new lens through which to serve and support adults ages 55 “and better” in your community.
The toolkit features 6 hours of content, which you may access sequentially or as you see fit. Let us know what you think, and please share this resource with your colleagues and partners.
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Ageism is the #1 Barrier to Delivering Impactful Programming for Older Adults
Connecting Ageism, Wellness, and the Program Model
How old do YOU feel? Taking time to gain a solid understanding of the creative aging field, the creative aging arts education program model, and to hear what people of all generations think about aging, motivation, and ability will set you up for success. Thinking differently about older people will “future proof” your offerings and open up new funding streams. We invite you to start here.
In this Section
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Don't Go It Alone: Tap Local Partners and Survey Prospective Participants
Getting Started: Partnerships and Program Planning
Being responsive to your community is the only way to plan and deliver creative aging programming well. Before you select an artform, figure out what your facility can support, who your local partners might be, and most importantly, what it is that older adults in your world WANT to learn.
In this Section
- Creating an Artistic Culture
- Mini-Case: Seeding Creative Aging at Greenwich House
- Roundtable Discussion: Artistic Goals
- Best Practices in Responsive Programming for Teaching Artists
- Responsive Programming: Facility, Community, and Patrons
- Entering New Communities that Serve Older Adults
- The Importance of Partnerships
- Preparing for Your Program
- Mini-Case: Planning a Creative Aging Program at CommonBond Communities
- Defining a Teaching Artist
- Hiring a Teaching Artist
- Planning with a Teaching Artist
- Mini-Cases: Flexibility and Adaptability in Program Delivery
- Budget Considerations
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How is Teaching Older Adults Different?
Designing Arts Education Programs for Older Adults
When teaching artmaking to older adults, there are some key things to keep in mind, but they might not be the things that you think. True, some adjustments may need to be made to accommodate a variety of abilities, but that is true in any classroom setting. Older adults are “serious” about learning, and also very quick to connect and have fun. Many of these topics are aimed at teaching artists, but it is critical and helpful for programmers and leaders to have a basic understanding of what they are hiring teaching artists to execute.
In this Section
- Older Adult Learners
- S.A.F.E. Planning for Older Adults
- Best Practices in Intergenerational Programming
- Best Practices in In-Person Curriculum Design
- Best Practices in Curriculum Design for Remote Programming
- Teaching Artist Conversation: Envisioning and Preparing Program Curricula
- Teaching Artist Conversation: Best Practices in Curriculum Development
- Teaching Artist Conversation: From In-Person to Remote
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The 'Nuts and Bolts' of Program Planning and Delivery
Program Implementation Toolkit
Any excellent program requires cross-departmental coordination (or a serious amount of time for a programmer working on their own), and creative aging programing is no different. That said, it doesn’t have to be difficult, and we have laid out the steps and best practices for you here to eliminate guesswork and ensure a smooth process for all.
In this Section
- Planning for Recruitment
- Program Registration
- Teaching Artist Conversation: Recruiting Participants in Senior Centers
- Program Implementation and Participant Retention
- Culminating Event Development for Organizations
- Culminating Event Development for Teaching Artists
- Culminating Event Prep and Implementation
- Evaluation Protocols
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A One-on-One with a Creative Aging Leader and Fundraising Expert
A Masterclass in Sustainability Strategies
We sat down with co-founder/CEO, Maura O’Malley, to capture insights, lessons learned, recommendations, and strategies that have worked for her in her career in arts education, and specifically, the creative aging work she has done since 2008 with Lifetime Arts. Watch these 4 short, informative vignettes to understand how to integrate creative aging into your organizational mission and long-term fundraising strategies.
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Remote and Hybrid Learning Will Continue
Adapting In-Person Curricula for Remote Delivery
The COVID-19 pandemic sparked a revolution in program delivery for older adults. With so many organizations working diligently to ensure that older, isolated people have access to meaningful, purposeful, social programming, both programmers and older adults realized that this was a viable option for continued engagement. This section will spell-out best practices in remote program delivery, which will be useful indefinitely as your organization succeeds in reaching people who were challenged by transportation and those beyond the borders of your local area.
In this Section
- Responsive Online Programming
- Online Planning and Preparation
- Mini-Case: How Greenwich House Delivers Online Programming
- Planning for Accessibility
- Remote Learning Interview: Stagebridge
- Demo of S.A.F.E. Skill-Building for Online Programming (Part 1 of 4)
- Demo of S.A.F.E. Assessment for Online Programming (Part 2 of 4)
- Demo of S.A.F.E. Feedback for Online Programming (Part 3 of 4)
- Demo of S.A.F.E. Social Engagement for Online Programming (Part 4 of 4)
- Phone Programming
- Synchronous Class Protocols
- Asynchronous Learning Extensions and Opportunities
- Right-Sizing and Adjusting Remote Programs and Culminating Events
- Pre- and Post-Synchronous Class Support