Category Archives: Art

Supporting Emerging Artists & Youth Development Globally

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By: Joyce Chow

Highlights:

  • March is Youth Art Month and I am revisiting a non-profit, I AM Art House, that I founded.
  • In this blog, I emphasize why art education is important and how virtual art classes may be an option to get young people involved in the arts.
  • I share some resources and strategies for getting young people involved in the arts that all youth-serving adults should consider.
Source: Joyce Chow

In 2019, I founded a non-profit, called I AM Art House, that supports emerging artists and youth development globally. Since March is Youth Art Month, I wanted to share more about why using art as a tool for empowerment is important for young people.

I AM Art House

One of the goals of this non-profit, and many other art-based organizations, is to organize exhibitions, workshops, and fundraisers to showcase art and raise awareness of the importance of art education. We host art classes for students of all ages and international exhibitions.

Also, our fellowship program is designed to guide recent university graduates (regardless their chosen field of study in university) as they navigate the uncertain waters of starting and sustaining their own art businesses. I AM Art House has hosted several international virtual art exhibitions with several young and emerging artists.

Art Education

If you are a parent and your kid may be interested in art, there are many avenues that provide opportunities to explore art. If you don’t have a local art scene in your community, I’d encourage you to look at online options!

I have taught virtual art classes, and try to personalize them as much as possible. Each week there is a “teaching assistant” who gets to choose what we draw. During a session, one of my students chose a cute milkshake. We usually use reference photos we look through together via Google but sometimes the kids have their parents send me photographs they would like us to use.

Teaching virtual art classes to kids has been such a blessing to the youth and to me. See this session as an example. My students teach me so much, and they are my pride and joy!

Get Youth Involved in Art

Throughout my blog I have talked about all the different mediums of art from design to culinary. I think art can be a tool for empowering youth to be creative, and youth-serving adults should provide opportunities for exposure and growth in all the arts.

Here are some art-based resources or tools that may be of interest to use with youth:

  • Check out some Youtube channels for fun tutorials, like the Art for Kids Hub.
  • Consider some free or low-priced sites that offer art classes online, like Art Projects for Kids.
  • There are also some organizations that have regular and informational newsletters on opportunities and ideas! Consider learning more about Kids & Art, the Arts Fund, and Arts Ignite. 
  • I also suggest looking into your local schools, libraries, and community centers for opportunities. Consider going to live music and finding other ways to increase exposure to the arts!

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: After earning a master in the History of Design at Oxford University and a Graduate Diploma in Art and Design from the Royal College of Art in London, I returned to my alma mater the University of Virginia to pursue a M.Ed. in Educational Psychology-Applied Developmental Science and to serve as a University Advancement Ambassador. I founded I AM Art House back in 2019 to support youth development initiatives and emerging artists globally. I am passionate about teaching art, music, and sports classes to kids.

Youth Voices on Classroom Censorship Take Center Stage

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By: Liz Nigro

Highlights:

  • Youth spend a majority of their time in schools, yet they have very little say about what is (or is not) censored in their classrooms.
  • One youth-led social justice theater troupe, the EPIC Theatre Ensemble, is touring the country at the intersection of action and art to share their teen-written plays on topics important to young people.
  • Learn about their recent performance on classroom censorship and review resources relating to adult critical motivation and action.
Source: Liz Nigro & EPIC Theatre Ensemble

It is estimated that youth spend on average 4-6 hours a day in classrooms, many of which are heavily adult-led and governed by policies that likely were developed without youth input. Many believe that youth deserve a say in what is happening in their learning environments, including what is censored or allowed in classrooms.

Uplifting youth voices about classroom censorship may be a key component for future policy discussions. UVA recently hosted the renowned youth-led social justice theater troupe, EPIC Theatre Ensemble, who performed a student-written play on the topic of classroom censorship, specifically bans of “critical race theory” (CRT) and lesbian, gay, transgender, queer, etc. (LGBTQ+) content.

Why Engage with the Issue of Classroom Censorship

Classroom censorship in the Commonwealth of Virginia and nationwide is a relevant and timely issue. For instance, in 2022, the VA governor released executive order one, banning the teaching of “divisive concepts,” specifically what the administration labeled CRT, in K-12 public schools. More recently, in 2023, additional guidance was released rolling back protections for transgender students. School board meeting minutes and book bans suggest Virginia residents should be increasingly concerned with suppression of historically marginalized voices.

The youth involved in EPIC are at the intersection of both action and art on every students’ right to learn. While in Charlottesville, the three high school and one college student performed a play and facilitated a dialogue about classroom censorship in front of an audience of community members, including UVA undergraduate and graduate students across schools, professors, former and current teachers, as well as current students in the K-12 system. The four players jumped between satirical sketches and longer form commentary on the state of classroom censorship. More specifically, performance highlights included an absurdist game show for teachers trying to teach histories of enslavement, civil rights, etc., without words banned in various states’ legislation, a family teacher conference discussing students’ right to learn, and student commentary. After the performance during a guided dialogue, audience members expressed how the performance cleverly illuminated tensions currently facing teachers, students, families, administrators and the public as well as glimmers of hope within resistance movements, as seen in Indiana.

Classroom Censorship Resources

Classroom censorship is a national and state issue that is important whether you are a parent, educator or youth-serving professional. Look up more about your local school board and get involved! If you are wanting to learn more, here are some additional informational resources that may be helpful:

Looking forward, the EPIC Theatre Ensemble plans to continue using art as a mechanism for social change during their upcoming southern tour, sponsored by the Southern Poverty Law Center as well as additional shows with school district partners. The non-profit also plans to continue using a UVA student-designed survey to gather information on how their work catalyzes motivation and action. Additionally, they hope to provide localized resource guides, with action suggestions, like the one created for the Charlottesville visit.

EPIC’s Mission & Work

For more than twenty years, New York City based EPIC Theatre Ensemble has worked to inspire youth to be creative and engaged citizens, encourage community collaboration, as well as enlighten and empower those involved. To achieve this mission, EPIC has a multi-prong approach:

  1. EPIC partners with schools throughout the country to host week-long social justice monologue writing sessions during middle or high school class periods.
  2. In New York City, they host EPIC Remix throughout the school year, which is an afterschool program of up to 60 students, which culminates in a theater or film performance alongside professional artists.
  3. Seniors in this program also receive individualized college counseling, with 100% of participants going on to college.
  4. EPIC Next, perhaps the most ambitious arm of the program, hires youth from EPIC Remix as summer interns to conduct interviews about pressing social justice issues and write what will become a thirty-minute-long touring play.

Topics of EPIC’s touring plays include school segregation, why become a teacher, and classroom censorship. To learn more about EPIC or to donate, please visit their website.

The UVA performance was directly followed by a dialogue and a UVA student-designed survey to gauge audience members’ critical motivation following the show. The EPIC teens also toured UVA and met with supporters like Jessica Harris, a former UVA theater major, current employee at the Equity Center, and the founder of the local non-profit, Empowered Players. The performance was supported in part by funds from the School of Education & Human Development’s Office of Diversity, Equity and Inclusions, and Youth-Nex.

In conclusion, EPIC Theatre Ensemble’s visit to UVA represents cross-school and community collaboration, mobilization to social change through the arts, and youth participatory action research partnerships.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Liz Nigro is a former general and special education teacher in D.C. public and public charter schools, who is currently researching turn-around efforts and the politics of equitable schooling with her advisor, Beth Schueler. Nigro’s primary research interests include ethno-racial and socioeconomic integration in early childhood education as well as how to mobilize critical consciousness and equitable education reform. She is excited to use the quantitative survey and qualitative data collected from this event to produce a research-practice partnership product.

Youth Performing Arts Series: Debunking the “Theatre Kid” Stereotype

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By: Kessler (11th grader) & Anna (10th grader) from Empowered Players (EP) and members of EP’s Teen Arts Board (TAB).

This blog post is the second of four in a Youth Performing Arts Series by teens involved in the performing arts. For more posts, please visit our blog.

Highlights:

  • Empowered Players (EP) is a Fluvanna-based non-profit in VA designed to make a difference in the community through the arts. Their mission is to uplift the human spirit through access to quality arts experiences, youth empowerment, and community service through free & accessible K-12 theatre education and programming.
  • In this Youth Performing Arts Series, youth involved with EP will share more about their experiences and perspectives engaging in the performing arts.
  • In this second of four blog posts, Kessler and Anna debunk a few theatre myths and stereotypes that haunt the industry.
Source: Empowered Players Teen Arts Board

There are a lot of stereotypes about theatre kids. Some say we’re anti-social coffee addicts who can’t go anywhere or do anything because “we have rehearsal.” Some say we’re Hamilton obsessed geeks who speak only in showtunes and Shakespeare. Although they might have a point, theatre is much more than the stereotypes.

Theatre, especially Empowered Players, helps budding actors and actresses in many ways. It can improve public speaking ability, increase creative thinking skills, and includes people from many different backgrounds and walks of life through the diverse roles available. And while some theatre stereotypes are true (yes, we are that loud; yes, some of us are that obsessed with Hamilton or Dear Evan Hansen), many are not. This blog debunks a few myths that have permeated the industry for years, especially for youth.

Mythbusting the “Theatre Kid”

To begin with, many people are afraid of theatre because of how it is portrayed in the media. Television and movie producers love to show theatre as something that is filled with gossip and drama, or mean girls and nerds. This does not give theatre a chance! It is an unique art that allows actors to become different people for a few hours a week while boosting beneficial skills such as confidence and public speaking. The myriad perks of theatre are overshadowed by the harmful stereotypes that continue to circulate both within and outside the community. Let’s lay these myths to rest and prove that theatre is truly for everyone!

Debunk: “I can’t, I have rehearsal”

One of the major drawbacks that can dissuade students from entering theatre is the heavy time commitment. Almost everyone has seen or heard the theatre kid meme: “I can’t, I have rehearsal.” And while this can be true (and we have used it to get out of things that we don’t really want to go to), the commitment is no worse than a regular sport. Rehearsals are after school or on the weekends, but many directors are flexible and willing to work with students and their schedules. Since some troupes rehearse on the weekends, afternoons are open for other activities. For example, Anna is in the marching band, which means that she doesn’t have time after school for rehearsals. Since Empowered Players meets on the weekends, she can do both band and theatre. Kessler competes in Forensics through the school, and the weekend rehearsals mean that she has time for homework after school and practice. This is a common occurrence. Many people balance both theatre and other extracurricular activities!

Debunk: “I can only do theatre through my school”

Popular media likes to portray that theatre can only be done through a school (High School Musical, anyone?). While school theatre is definitely an option, it is not the only option. There are many external troupes and programs that allow students to act outside of school hours. These troupes are important because it allows students who don’t go to a traditional school, such as homeschoolers, to experience theatre. There are many community theatre programs that are open to everyone, which opens up theatre opportunities to those who can’ do traditional theatre.

Outside opportunities are also important for those who aren’t comfortable doing theatre through school. Sometimes people have bad experiences with school theatre and are not comfortable going back to school. Community theatre opportunities reopens the door of theatre to those who thought it closed.

Debunk: “I can’t do community theatre because it’s only for adults”

Unfortunately, doing theatre through a community program comes with its own stereotypes. One of the most prominent ideas is that community theatre is only for adults. This is supplemented by many shows that community theatres produce that are not necessarily suitable for teenagers, tweens, or children to act in.

However, many troupes do perform shows that are children-appropriate and sometimes even call for child actors. If someone is interested and there is a community theatre troupe nearby, we suggest reaching out to them and expressing interest. If there is an opening for a child or teen actor, then go ahead and join! If not, then keep reaching out to other troupes and the right one will connect with you! Acting with adults will also increase your skill, since you will be working alongside more experienced actors who can show you some tips and tricks of the trade.

Debunk: “Everyone in theatre already has friends. I won’t be welcome”

The deterrent to many teens in joining new activities is the fear of a clique within that activity that will not accept them. Theatre is infamous for cliquey groups that exclude newcomers, but this is simply not true in most cases. Theatre troupes are welcoming of new actors, especially because more actors means a larger cast. A larger cast means a more in depth and overall fun play. In addition, the people within the groups remember how it felt to be a newcomer to the scene, and as such are welcoming. Theatre, as an art, also attracts kind and accepting people.

Debunk: “Everyone in theatre is dramatic” or “Rehearsals are full of drama”

The final myth that we plan to debunk centers on another name for theatre. Many people call theatre “drama” and this can lead many to believe that actors are backstabbing hooligans, constantly on the lookout for new drama. This is just not correct! Rehearsals are calm places, devoted to the play. While some actors do participate in “backstage drama,” as it is coined, most just want to have a fun show.

Theatre kids also receive an unjust reputation for being “over dramatic.” Seeing as how these people are actors, a certain amount of this is to be expected, but not to the degree that is shown in mass media. The over dramatism is mainly just employed in jokes, and actors know when too much is too much.

Theatre Stereotypes Debunked

Although there are many more myths and stereotypes than what is covered in this blog, we have debunked a few of (what we thought were) the most famous ones that keep youth from entering theatre. An important element to remember is that theatre is not what the media paints it as, and many people from all walks of life enjoy theatre in many different ways. And if acting isn’t something that interests you, that’s okay! Theatre encompasses everything from acting to directing to the technical crew working behind the scenes. All parts are necessary to ensure a successful show. So try out for that musical! Join that community theatre troupe! Take that directing class! Even if theatre is not for you, you will have gained new skills that will benefit you in unexpected but amazing ways.

The posts in the Youth Nex Youth Performing Arts Series are submitted by teens who are a part of the Empowered Players Teen Arts Board (TAB). The TAB is designed to create a space for teens to shape the arts landscape of Fluvanna County, VA, volunteer in their community, and co-create arts programming for EP. Each blog will feature topics selected by TAB members, and is designed to uplift their thoughts around the importance of the performing arts.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Kessler is a junior in Fluvanna County High School. She competes in Forensics through FCHS and participates in the spring shows performed by the high school. She has been involved with Empowered Players for over six years and has worked on many aspects of the theatre experience, from acting in both ensemble and starring roles, to tech, to management and directing. enjoys both acting and directing. This spring, she is excited to star in Peter and the Starcatcher as Molly Aster. This is her first time writing for a UVA blog.

Author Bio: Anna is a sophomore at Fluvanna County High School and has been involved with theatre since the summer before 4th grade. She did the initial Empowered Players summer camp, and has been involved with the program since. She has been in numerous shows, as well as camps, and has learned theatre management, directing, script writing and playwriting through those camps. She has just wrapped up her latest show, in which she played Alice in the Addams Family Musical. She also did her first mentoring volunteer work with Empowered Players in the Rudolph Musical this past semester.

Youth Performing Arts Series: How Empowered Players Has Helped Me

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By: Gloria & Ash, 9th graders from Empowered Players (EP) and members of EP’s Teen Arts Board (TAB).

This blog post is the first of four in a Youth Performing Arts Series by teens involved in the performing arts. For more posts, please visit our blog.

Ash & Gloria also took over the Youth-Nex & Empowered Players Instagram accounts to talk more about this blog and their experiences!

Highlights:

  • Empowered Players (EP) is a Fluvanna-based non-profit in VA designed to make a difference in the community through the arts. Their mission is to uplift the human spirit through access to quality arts experiences, youth empowerment, and community service through free & accessible K-12 theater education and programming.
  • In this Youth Performing Arts Series, youth involved with EP will share more about their experiences and perspectives engaging in the performing arts.
  • In this first of four blog posts, these youth share more about how acting helped them build skills and confidence for the future.
Source: Empowered Players Teen Arts Board

Hi, we’re Gloria and Ash! We are both in 9th grade and have some things in common. For example, we both like to act, to read, to dance, and to do some art. We want to talk about how being involved in Empowered Players has helped us in everyday life and with our acting. In particular, theater has helped us with public speaking, expressing ourselves, confidence, and creativity.

Improving Public Speaking

Empowered Players has helped me (Ash) with many things in my everyday life. One way it’s helped me is in public speaking. When in a play, you always know what to say and when it’s the appropriate time to say it. For example, I was in a play, The Jungle Book. Being in this play showed me the appropriate responses to things that would need to be said when speaking anywhere. For example, when talking to an adult, I am able to think of a response sooner and sound like I know how to talk to an adult. With that, I am now able to plan what I want to say anywhere, and have the ability to improv if I don’t already have a response to something when I need it. It also helps by already being on stage with a bunch of people that you may or may not know.

Expressing Ourselves

Empowered Players has also helped me (Ash) with expressing myself. Performing in a play helps show different emotions and different personalities, and this can help with expressing who you are in everyday life. For example, you could also express yourself in the play and show who you are in the play.

More Creativity

Empowered Players has also helped me (Gloria) with my creativity.

It has helped me because when we are playing improv games, I have to think of something to say quickly and it also has to be creative. My creativity has improved; and I have noticed that when I’m working on little crafts at home, it is easier for me to think of what to make.

Boosting Confidence

Empowered Players has helped me (Gloria) with my confidence, because when I’m in an Empowered Players group, I can be myself. I also learned that people don’t care what you look like or do, and that has really helped with my everyday life. Throughout the year my confidence has gone up. For example, I can make friends easier now, and it is easier for me to talk to people that I don’t really know. I have also noticed that I have become more confident in speaking in class in front of classmates and teachers, and that I can express my thoughts and opinions more freely and without worrying too much about what they think. When I looked at the Halloween costume contest video we recorded with the Teen Arts Board, where I was one of the presenters, I can really tell that I am more comfortable in front of a camera now.

The posts in the Youth Nex Youth Performing Arts Series are submitted by teens who are a part of the Empowered Players Teen Arts Board (TAB). The TAB is designed to create a space for teens to shape the arts landscape of Fluvanna County, VA, volunteer in their community, and co-create arts programming for EP. Each blog will feature topics selected by TAB members, and is designed to uplift their thoughts around the importance of the performing arts.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

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Author Bio: Hello! I am Ash! I am 15 years old and in 9th grade. I was born in North Carolina and lived there for 13-ish years. Now I live in Virginia.

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Author Bio: Hi! My name is Gloria! I am 14 years old and I was also born in North Carolina. I go to Fluvanna County High School.

Student’s Legacy Art with Historical Representation

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Newport News Public Schools (NNPS) in Newport News, VA has a Youth Development Department whose primary goals are promoting student success, student wellness, and creating productive collaborations with stakeholders to implement quality programming that promotes overall wellbeing for all students.

The Youth Development Department operates on the premise that all young people will be successful when offered the right combination of opportunities, supports, and services. NNPS Youth Development is also dedicated to the wellbeing of young people, no matter what circumstances they may face.

Recently, NNPS Youth Development shared art from the walls at one of their High Schools. Shared here is that art in celebration of Youth Art Month. 

Hallway Artwork

Woodside High School, Center for Arts and Communications Magnet program for Newport News Public Schools, fills their halls with legacy art work pieces. Magnet and AP students have the option to leave a legacy piece that will be rotated in the hall galleries. Legacy pieces have historical representation of the students and talents that have come through the school’s magnet program. The hallway artwork is a unique feature to the building and overall culture of the school. Department Art Teachers include Rick Shelton, Bill Kaoudis, Cathy Hilton and Heidi Bogan.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Art Can Be a Force of Change

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By: Maya Koehn-Wu

Maya also took over the Youth-Nex and Equity Center Instagram accounts to talk more about this blog and her experiences with the Sound Justice Lab.

Highlights: 

  • Maya is a second year undergraduate majoring in Urban and Environmental Planning with a minor in Dance. 
  • In celebration of Youth Art Month, Maya shares more about how she was encouraged to be creative and engaged with her community during her teen years.
  • Now she is bridging art and social justice issues as she continues using her creativity to change the world.

I consider myself an artist across multiple mediums. I draw, I paint, I dance, and more.

I began making art when I was young. In high school, I developed my own style, where my artwork depicted gestural figures in motion, dancing in a time-space continuum of energy. Creating and making such pieces became a way for me to create action in a space of stillness. It was a way in which to communicate the complexity and chaotic dimension of movement within a controversial space, within everyday life, within a dance piece.

Source: Maya Koehn-Wu

My dancing simultaneously – whether it was within the studio or at community events (where our dance company would put on productions that told Latin folktales in order to share and teach about Latin Culture), became an extension of my art; bringing a shared energy of pastels and color to moving about on a stage. Dancing Flamenco became a passion; where stomping to a rhythm also was a way to tell a story through movement and not words.

Source: Maya Koehn-Wu

Why Be Creative

Art for me has always been about creating a space for self expression where words often can’t, which is true for many young people. My high school teacher always said, “it is important to create something everyday.” I have since taken those words to heart.

Whether I am sewing, cooking, dancing, painting, drawing, or creating graphics for internships, I have always taken it upon myself to create daily.

I think adults should encourage youth to find creative outlets, to explore different avenues for expression, and foster the development of young artists to be creative.

In a world of standardized testing and schooling, there is often little room for subjective creativity and emotional intelligence. Creativity fosters skills that move people, skills that bridge people together, skills that foster empathy and emotion. It is this power to foster emotion and share common humanistic values that makes art so powerful.

Being an Active Community Member

Growing up, my parents always encouraged me to give back to my community. The Latin Ballet, the studio I danced at, was centered around bringing in the community. After each production we would bring the audience on stage with us to come learn some steps of Bachata, Salsa, or Flamenco.

This helped me connect with kids younger than me, but also share my talents to inspire the next generation of youth artists.

I became passionate about being an even more active member of my community. I worked as a kayaking instructor on the river, where I grew to understand the importance of conservation. I became an activist on fighting to mitigate issues surrounding Climate Change and became empowered by the power of Greta Thunberg’s voice shouting:

Youth CAN make a difference.

Within Richmond, VA I then began interning at a project directed towards studying urban heat islands, where I learned that impoverished neighborhoods and certain streets of Richmond were often 10+ degrees hotter than other parts of the city due to limited tree coverage. From that experience I learned that green space, poverty, equity, and resource access are all interconnected.

I became emboldened to be a voice and advocate for equitable change.

Bridging Art & Social Justice

It wasn’t until I learned that art and equity development can be connected that my perspective on the world transformed.

I have begun to work in a space where dance, music, and art drive my social justice projects. Today I work as an intern at the Sound Justice Lab, a social justice project affiliated with the UVA Equity Center and centered around amplifying voices of gender discrimination. I create graphics, flyers, website material, and visual content that incorporates my artistic passion to present expressive visuals that are measurable and meaningful.

Source: Sound Justice Lab

I also work on a project called Project Drumline, where we teach kids rhythm with bucket drumming, music, and dance through City of Promise.

On my journey to become an active and artistic citizen, I have learned that art brings in a level of emotion and depth that sparks conversations amongst people, and conversations are the key to beginning to enact change. I have learned of the power of expression behind a piece of art. I have learned that being creative is a way for me to fight for change and to bring profound meaning to my causes.

Youth are looking for a place to express themselves, to find their own voices.

We want to be a force of change, and sometimes all it takes is putting some color on a piece of paper and other times it’s turning on music and moving your body.

Just remember, art can change the world.

Maya and her sister founded an organization, SistersProjectPeru, who’s ultimate hope is to build a sustainable medical clinic in rural Huacahuasi Peru in the hopes of increasing healthcare accessibility and empowering women on a global scale. Maya recently held an auction of her art to raise money for the organization. To learn more, please visit https://www.sistersprojectperu.org/.

If you have any comments or questions about this post, please email Youth-Nex@virginia.edu. Please visit the Youth-Nex Homepage for up to date information about the work happening at the center.

Author Bio: Maya Koehn-Wu is a second year undergraduate student at the University of Virginia. Her intersectional identity as a multiracial female inspires her exploration of different cultures and drive to constantly be making global connections and impacts.Through dance, art, and creative social justice work, she seeks to experience the world outside of where she lives. In addition to being a globally minded, assertive, and politically vocal citizen, she is working as an environmental activist seeking to work within the global community to tackle climate change.