Young Audiences of New Jersey

To inspire young people and expand their learning through the arts

aka Young Audiences Arts for Learning NJ & Eastern PA   |   Princeton, NJ   |  http://www.yanjep.org

Mission

Misson: To inspire young people and expand their learning through the arts. Learn more at: www.yanjep.org

Ruling year info

1975

President & CEO

Michele Russo

Main address

200 Forrestal Road

Princeton, NJ 08540 USA

Show more contact info

EIN

23-7384991

NTEE code info

Arts Education/Schools (A25)

Theater (A65)

Music (A68)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

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Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Theatre to Learn

Theatre to Learn is our 4-year sequential theatre curriculum that serves two goals: teaching students skills in theatre and offering students an alternative learning approach to language arts standards. Students in grades 2-5 learn structured improvisation and dramatic play as they invent characters, explore imaginary journeys, and collaborate with peers. Students learn theatre vocabulary and etiquette while exploring language arts concepts like story, character, perspective, setting, and dialogue. Classroom teachers learn to incorporate theatre techniques into their classroom teaching. Teachers participate in professional learning and experience teaching artist support to sustain theatre learning in the classroom beyond the program.

Population(s) Served
Adults
Children and youth

Where we work

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of participants engaged in programs

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults, Children and youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Total dollars received in contributions

This metric is no longer tracked.
Totals By Year
Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Total number of classes offered

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults, Children and youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Total number of performances

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults, Children and youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of teachers trained

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Arts education is who we are and what we do. Our mission is to inspire young people and expand their learning through the arts. The work of the Board of Trustees, staff, and teaching artists is guided by a vision of a future in which all students in our region engage in high quality arts that are a basic part of their learning and lives.

Our model of delivery brings arts experiences by professional teaching artists directly to students in their schools. Our goal is to offer programs that are child-centered, outcome-driven, and measurably effective. The objectives of all YA programs are for students to:
• Experience innovative, culturally relevant arts programming
• Further develop their own social and emotional learning skills including creativity and critical thinking
• Increase engagement with peers, teachers, and curricula
• Develop cultural awareness and appreciation of different cultures, backgrounds, and points of view
• Enhance understanding and retention of curriculum material through arts learning
• Develop an appreciation for the arts and gain increased knowledge and skills within individual art forms

Additionally, our objectives are for educators to:
• Increase awareness of the value of the arts and creativity in student success in school, work, and life
• Develop skills and acquire tools to identify and encourage their students’ creativity
• Learn to integrate arts education practices across subjects
• Create and support arts-rich learning environments

As an organization that brings arts education into schools, we understand that our work exists within systems that perpetuate inequities and bias. We are committed to delivering programs that are inclusive of race, gender, ability, socioeconomic status, family structure, religion, and other lived experiences. Our role is to provide transformative experiences for students, families, and educators within the four walls our artists work in—whether it’s a school auditorium, a classroom, virtual spaces, or a family event. Our vision is for participating students to imagine new possibilities for themselves and others, experience their own strengths and talents, foster a sense of community, and reduce barriers between understanding and connection with others. While we cannot control what happens outside of those four walls, we are committed to delivering on the promise of arts education. We believe that the arts are inherent to the healing and discovery needed to remove barriers of inequality and are port of the solution to challenges faced by students and school communities.

Our impact is made by teaching artists who offer a unique and valuable contribution to arts education experiences for students. Their ability to engage students in authentic creative activities is informed by their professional artist practice, their cultural background, and educational best practices.

Children are at the center of our work. Our teaching artists focus on an outcome driven approach with emphasis on skills and knowledge children should acquire, understand, and apply to their lives and learning. At the center of our model are the Four Essential Elements that are the hallmark of our programming:

EXPERIENCE extraordinary art and artists
UNDERSTAND the value of art and creativity in the world
CREATE art that engages the imagination and expresses ideas
CONNECT the creative process to learning and life

YA provides children, their teachers, and their families with four interconnected core educational services:

1. Workshops transform a classroom into an artist studio and foster collaboration among students as they participate in in-depth, hands-on art-making activities over several days. Students work side-by-side with artists to learn art techniques and the process of artistic inquiry.

2. Live performance turns a school’s all-purpose room into a theatre, where many students experience live performance for the first time in their lives. Our performing artists introduce the arts and provide new and diverse cultural experiences to our audience of students.

3. Teacher professional learning empowers and encourages teachers to integrate the arts across the curriculum. These experiences strengthen classroom learning by giving teachers the tools to develop arts activities that reinforce students’ critical thinking skills.

4. Family-centered arts education programs are designed to promote family engagement in the arts and connect families and schools. Led by teaching artists, parents and children participate in arts workshops and collaborate in art-making that gives them an opportunity to share ideas, make discoveries, and experience the creative process together.

Our performances, hands-on workshops, family programs, and teacher professional learning are offered in all art forms including dance, theater, music, visual arts, literary arts, and media arts. All programming is customized to meet school-defined needs. Programs are learning-level appropriate and are consistent with Core Curriculum Content Standards in the Arts, Social and Emotional Learning (SEL) Competencies, National Core Arts Standards, and 21st Century Skills.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Paper surveys, Focus groups or interviews (by phone or in person), Constituent (client or resident, etc.) advisory committees,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals,

  • With whom is the organization sharing feedback?

    Our staff, Our board, Our funders, Our community partners,

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive,

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback,

Financials

Young Audiences of New Jersey
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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Young Audiences of New Jersey

Board of directors
as of 6/3/2021
SOURCE: Self-reported by organization
Board chair

Colleen Foy

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No

Organizational demographics

SOURCE: Self-reported; last updated 06/02/2021

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female, Not transgender (cisgender)
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

We do not display disability information for organizations with fewer than 15 staff.

Equity strategies

Last updated: 05/28/2021

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.