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How do ARTS & CULTURE make a dierence?
A guide to dening
SOCIAL & CIVIC
OUTCOMES & INDICATORS
Continuum of Impact
2
Animating Democracy / Americans for the Arts
The Continuum of Impact offers six categories or “families” of common social outcomes of art. As a
tool, it helps you articulate specic outcomes and makes it easier to observe and collect evidence of
the impact of your arts and culture work. Here’s how you can use this guide.
• Create an evaluation plan that includes priority outcomes and indicators for focusing evaluation
activities and resources.
• Talk with community partners and stakeholders about what they view as meaningful outcomes and
indicators.
• Use the worksheets to dene concrete social or civic outcomes for the creative work you do.
• Use intended outcomes to shape program design and make adjustments as the program unfolds.
• Determine best suited data collection methods as they relate to your dened outcomes and
indicators.
How to use this guide
continuum of impact
C
O
N
D
I
T
I
O
N
S
awareness
understanding
physical
systems
conditions
access
equity
participation
mobilization
WHAT
PEOPLE
THINK & FEEL
HOW
PEOPLE
COMMUNICATE
WHAT
PEOPLE
KNOW
values
motivation
vision
deliberation
dialogue
media
social capital
leadership
creative skills
civic engagement
WHAT
PEOPLE
DO
K
N
O
W
L
E
D
G
E
D
I
S
C
O
U
R
S
E
A
T
T
I
T
U
D
E
S
C
A
P
A
C
I
T
Y
A
C
T
I
O
N
KNOW-HOW
& RESOURCES
CHANGE
THAT IS
LASTING
ARTS and CULTURE make change happen
3
Continuum of Impact
Awareness & Knowledge — what people know
Dialogue & Discourse —what is being said and heard
Attitudes & Motivation — what people think and feel
Capacity — know-how and resources
Action — what people do
Conditions, Systems, & Policies — change that is lasting
PG 21
PG 27
PG 33
PG 39
PG 45
PG 51
Contents
The Continuum
PG 7
We know change happens
PG 4
But how can we “measure” change?
PG 5
What is the Continuum of Impact?
PG 6
Basics of Outcomes & Indicators
PG 8
Data Collection
PG 9
Four Ways to Collect Data
PG 10
Typical Outcomes and Indicators
Explore six families of social/civic outcomes. Find denitions,
samples, examples of creative strategies, and worksheets.
PG 19
Case Study & Sample Evaluation Work Plan
Culture Keepers: A project of Historic Germantown and poet
Yolanda Wisher, Philadelphia
Culture Keepers Evaluation Work Plan
PG 12
PG 16
Evaluation Plan Worksheets
PG 57
Glossary
PG 64
Resources
PG 65
4
Animating Democracy / Americans for the Arts
We have seen art save lives, cultural practices bring people together,
cultural organizing mobilize people, and artists activate the social
imagination to make something new possible. While the potency of
the arts as a catalyst for civic and social change is widely observed,
cultural and community leaders struggle to measure it and make the
case for the value of arts in civic engagement.
Arts programs often aim for what’s easily quantiable (numbers
reached, demographics of participants). Or, they overreach with
ambitious expectations. These grand visions are worthy aspirations,
but they are too vague to measure and impossible to attribute solely
to the arts program/project.
The reality is that the outcomes of arts and culture projects or
programs usually fall somewhere in between. Such claims can
cloud the real contributions the arts can make along a continuum of
change. So…
Get Specic! The Continuum of Impact offers six categories
or families of outcomes to help you articulate outcomes more
specically and make it easier to observe change and devise ways
to collect evidence:
Defining Change
In community development and creative
placemaking, change is dened in terms
of economic, social, physical, and cultural
outcomes. In social justice, structural change
that increases opportunity for those who are
least well off politically, economically, and
socially is of concern.
The six families detailed in the Continuum of
Impact, are useful in describing and assessing
outcomes that contribute to these and other
arenas of community and social change.
We know art makes change happen
KNOWLEDGE DISCOURSE ATTITUDES
CAPACITY
ACTION
CONDITIONS
5
Continuum of Impact
But how can we “measure” change?
The Continuum of Impact is designed to
help you get there.
Do you nd the question of measuring social change
challenging? Maybe even exasperating? You aren’t
alone if you ask: How do you demonstrate intangible
results such as “transformation,” “community
building,” or “social justice?” Or, if you believe the
idea of applying empirical approaches to art and
social change is just plain ill-suited.
Yet, many see usefulness and necessity in getting
“more concrete.” They want to know whether they
are meeting their aspirations and goals and why
or why not. They want to be convincing to social
service or movement building partners or funders
and to compete effectively for resources. But even
champions of evaluation know that it can be a
demanding enterprise, often requiring the help of
outside researchers or evaluators, and requiring time
and money that are not often available. While there
is truth in all of this:
Almost any project that aspires to contribute to
community, civic, or social change should be
able to measure change at some level.
ACTION
ATTITUDES
DISCOURSE
KNOWLEDGE
POLICIES
CAPACITY
6
Animating Democracy / Americans for the Arts
What is the Continuum of Impact?
To explore one or more
families, go to Typical
Outcomes and Indicators.
The Continuum denes six families of social and civic outcomes
that arts practitioners and their partners commonly aspire to
and achieve through creative work. The outcome families,
which parallel key elements of change strategies employed
in community organizing, articulate ways the arts contribute
to making change happen. While the Continuum suggests a
progression from changing awareness to changing conditions,
systems, or policies, no hierarchy of importance among these
outcomes is intended; nor are they mutually exclusive. A single
program could achieve outcomes at more than one point on the
Continuum.
Beginning on page 19, you’ll nd denitions of the outcomes
in each family; types of indicators for each outcome; and
worksheets to outline your own outcomes, and indicators.
As a practical resource, the Continuum of Impact can help you:
The Continuum of IMPACT
helps you translate your
vision for change to
achievable social and civic
outcomes and indicators.
PG. 19
About the word Impact!
Among evaluators, “impact” is
generally used to mean a long-term goal
that suggests lasting and ultimate intended
change. The term has slipped into broader
use to imply varied levels of change. We
use it loosely in “Continuum of Impact” to
encompass the range of outcomes--short-
term, intermediate, and long-term--but
respect the more precise meaning assigned
in the evaluation eld.
Dene Indicators or evidence of change that
can be observed and measured.
Articulate clear and realistic Outcomes that
can guide program and project design and make
it easier to demonstrate what seems intangible.
Begin crafting an evaluation
Plan to collect and use
data to substantiate and report outcomes and impact.
Consider which Data Collection methods
will help you collect evidence of change.
7
Continuum of Impact
continuum of impact
C
O
N
D
I
T
I
O
N
S
awareness
understanding
physical
systems
conditions
access
equity
participation
mobilization
WHAT
PEOPLE
THINK & FEEL
HOW
PEOPLE
COMMUNICATE
WHAT
PEOPLE
KNOW
values
motivation
vision
deliberation
dialogue
media
social capital
leadership
creative skills
civic engagement
WHAT
PEOPLE
DO
K
N
O
W
L
E
D
G
E
D
I
S
C
O
U
R
S
E
A
T
T
I
T
U
D
E
S
C
A
P
A
C
I
T
Y
A
C
T
I
O
N
KNOW-HOW
& RESOURCES
CHANGE
THAT IS
LASTING
ARTS and CULTURE make change happen
8
Animating Democracy / Americans for the Arts
Basics of Outcomes & Indicators
Outcomes express the desired social or
civic change you aim to make through your
programs or initiatives.
Outcomes may be tracked over short-term,
intermediate, and/or long-term timeframes.
You may strive to make change at individual,
group, community, and/or systemic levels.
To learn more about outcomes, go to
Understanding Outcomes.
Outcomes
Indicators address the question: “If change occurred,
how would you know? What would it look like?”
If you can describe it, you can measure it!
Indicators are specic measurable changes that can
be easily observed (within reason), heard, or read to
demonstrate that an outcome is being met.
Indicators should be meaningful to stakeholders.
Identifying indicators of change suggests what kind of
data to collect.
Indicators can be used as:
• a beginning point for developing survey or other
instruments
• the framework for content analysis of documents
and records
• a frame for guiding other types of documentation,
e.g., video documentation
• a structure for collecting anecdotal information
about the project
Indicators
Understanding Indicators
Understanding Outcomes
Featured Resources on Indicators
Where is your work on
the Continuum?
Outcomes in one “family” can contribute to outcomes
in another (e.g. heightened public awareness of
an issue can lead to increased discourse and/
or personal motivation to act). But, there is no
necessary sequence or hierarchy of importance
among these outcomes.
Learn More about INDICATORS
9
Continuum of Impact
Data Collection
Data collection captures information or evidence
that you can then analyze to understand change.
Systematic data collection is essential to establish
credible ndings.
There are four standard methods to collect data:
1. Talking to people – interviews, focus groups
2. Get written information – surveys, questionnaires,
opinion polls
3. Review documentation & existing data – journals,
attendance records, demographic data, meeting
notes, media articles, census data, art created
4. Observation – using protocols, documentation of
observed participation at activities, dialogues
Engage artists in creating evaluation tools, e.g. For its Matter of
Origins project, Dance Exchange artists worked with Michigan State
evaluators to develop survey instruments with different question
formats including Likert scales, “emotion clouds,” and lively graphic
presentations of results.
Use arts-based approaches to collecting data, e.g. Jumblies Theater
invited project participants to create large multi-colored graphs
reecting the ups and downs of a program and then to compare and
discuss.
Build evaluation into the creative work, e.g. Story circles facilitated
by artists at the beginning of a project to gather source material for
a play may be analyzed for baseline data about perspectives on an
issue.
Look for indicators in the art, e.g. poetry, musical lyrics, visual im-
ages, that can hold evidence of changes in participants’ awareness,
visions, attitudes, motivation, etc.
10
Animating Democracy / Americans for the Arts
Once you’ve dened indicators, i.e. evidence that can be observed, then you can determine which data collection
methods are best suited and feasible given skill, people, time, and nancial resources. See the Culture Keepers
case study and Evaluation Work Plan on the following pages to see how outcomes and indicators were dened
and evidence collected. To make your own Evaluation Work Plan, see the Worksheets on page 57.
4 Ways to Collect Data
Interviews (in-person,
phone, intake and
exit interviews)
Story circles
Oral histories
Focus groups (or
group interviews)
Public forums or other kinds
of discussion groups
1. Talk to People
Surveys (mail,
online, in-person)
Questionnaires
Opinion polls (from
voters)
2. Get Written Responses
• Collect information relatively quickly and
easily
• Anonymous
• Much less time consuming to capture data
from a large number of people
• Quantitative data from close-ended and short
answer questions in surveys are easier to
analyze.
• Attaining adequate response rates can be
a challenge, as respondents suffer from
“survey fatigue” or being asked frequently
for their opinions.
• Can’t follow up on answers as easily as in
an interview
• Not as rich an array of answers
• Respondents must be literate
• Can probe and ask follow up questions to
reveal deeper information, e.g. thoughts
and opinions about sensitive issues
• Can be time consuming to conduct
• Typically generates a lot of qualitative data,
which are time-consuming to analyze
• Takes advantage of a natural
form of information sharing
• Not anonymous, which could inuence
responses to sensitive issues
• Effective when people have
limited reading or writing skills
• Must be careful not to bias answers
through interview procedure—interviewer
training is required
• Can use groups to stimulate
conversation and feedback
• Must take care to develop questions that are
appropriate for different cultural groups, and
where language barriers may exist
• Group dynamics can become
challenging or contentious.
ADVANTAGES
ADVANTAGES
DISADVANTAGES
DISADVANTAGES
Evaluation Plan Worksheets
• Can open up to broader
audiences for feedback
11
Continuum of Impact
Learn More
Types of Data Collection
Systematic Collection of Qualitative Data
Sampling
Administrative data from cultural organizations (attendance
records, demographic data on who participates, etc.), e.g.:
Meeting notes
Media articles, editorials
Voting records
Census data
Membership lists
Previously conducted survey results
Data collected for local, state, or federal funders
Budgets
Written policies or procedures
3. Review Existing Documentation and Data
4. Observation
• Typically already have the
information—don’t have to
collect it
• Interpretation of artwork
may be tricky.
Artist, project participant, or stakeholder journals
Artwork as documentation of an individual’s or group’s
civic or social concerns
• Often quantitative
and easy to use and
summarize
• Cheaper to obtain than
most other methods
• Often easy to distribute to
stakeholders
• Can be non-intrusive
Doesn’t require much
participation
• Easier than asking people
to ll out a survey or
participate in an interview
• May be intrusive
• Can only collect limited
kinds of data through
observation
• Takes a lot of time
• Different people observe
in different ways, and
there is a need for training
to ensure consistency in
approach.
• If staff doesn’t see that
the data is used, then it
may not keep accurate
information.
• Can burden staff by having
to gather it
Observe and document participants or audiences at
project activities or events (performances, arts-based
dialogues, workshops, artmaking activities).
Stakeholders or partners observe community change.
Evaluator or respected peers conduct site visits.
ADVANTAGES
ADVANTAGES
DISADVANTAGES
DISADVANTAGES
12
Animating Democracy / Americans for the Arts
Yolanda Wisher, poet and educator, worked with Trapeta
Mayson, executive director of Historic Germantown, a
partnership organization of sixteen historical houses,
destinations and museums in Northwest Philadelphia’s Old
German Township that works to preserve its extraordinary
historic assets, increase access, interpret them to the
public, and raise their visibility. The collaboration centered
on the question: How might an artist work with a history
organization to engage youth in discovering a personal
connection with place and a complex past?
Yolanda worked closely with Trapeta to create an
educational program called Culture Keepers that creatively
engaged Germantown youth with historic sites and residents
to learn more about the history of their community, and
to build a sense of connection to and stewardship of their
neighborhood. Youth explored Germantown's past and
present through tours, geocaching, photography, story
gathering, creative writing and performing creative work
during an annual community celebration. In these activities,
they were challenged to view Germantown Avenue as more
than just a thoroughfare where they walked or waited for the
bus, but as a “great road” that was crucial to local history.
Yolanda and Trapeta dened these priority outcomes for the
project:
• Youth gain meaningful knowledge about Germantown
history. (KNOWLEDGE & AWARENESS family)
• Youth see themselves as contributors to and participants
in civic life. (CAPACITY family)
• Youth gain skills to lead and participate meaningfully in
community dialogue. (DIALOGUE family)
• Negative public perceptions of youth shift. (ATTITUDES
family)
• Historic Germantown increases its capacity for
sustainable youth involvement. (CAPACITY family)
• Historic Germantown develops new capacities to
integrate arts and technology to advance youth
involvement goals and artists’ community-based
practice. (CAPACITY family)
Case Study & Sample Evaluation Work Plan
Culture Keepers: A project of Historic Germantown
and poet Yolanda Wisher, Philadelphia
Culture Keepers Evaluation Plan
Evaluation Plan Worksheets
This project was part of the Center
for Performance and Civic Practice’s
Catalyst Initiative.
Desired Outcomes:
13
Continuum of Impact
Evaluation Activities
Evaluation activity centered primarily on understanding youth
outcomes, but efforts also focused on effects on neighborhood senior
citizens whom the students interviewed and audiotaped to gather
stories about neighborhood history.
Data collection methods included:
Student reection and documentation – At the beginning of the
project, each young person dened outcomes that would be personally
meaningful. During the rst of three workshops which included
learning tours of the neighborhood, Yolanda asked: “Using the shape
of Germantown Avenue as a symbol of a journey that will change
you, what did you bring on this journey as far as talents, abilities,
and questions and what do you hope to leave with (skills, talents,
knowledge, emotion, expectation, experience, etc.)?” Youth wrote their
reections in a journal that became a reference point throughout and at
the end of the project.
I feel excitement, nervous about
meeting new people and working
with tools I haven’t used before.
I would like to have a better
understanding of Germantown.
Youth participant
Culture Keepers project
Instagram photographs and captions as data – As young people toured and
participated in geocaching at various Historic Germantown sites, they utilized
training in Instagram and poetic captioning to document and discuss their
experiences and learning with one another. Yolanda and Trapeta found this
creative work to be a rich data source. They reviewed the Instagram feed as the
tours of Germantown progressed noticing content of photos, the change in facial
expressions, how youth were leaning forward or pointing. They observed:
The young people got from behind their cameras and were
photographed with mouths open, asking questions or jokingly
posing for photos. They made themselves subjects of the photos
more as we went on. They were also more responsive to the people
and places around them. Bystanders were curious and asked the
students questions while they were taking the photos. There seemed
to be an understanding that they were doing something important;
that became more evident in the photos they took. They also
demonstrated the skills they learned about taking good shots. Some
youth clearly internalized the lesson and their photos reected that
newly acquired skill.
14
Animating Democracy / Americans for the Arts
Pre- and post-interview audio recordings with seniors –
Partners asked the senior citizens questions regarding their
experience being interviewed by the students, both before
and after the students interviewed and audio recorded them.
They then reviewed the recordings listening for changes
in tone and pitch, seniors’ desire for future engagement
with youth, whether student names were mentioned as an
indicator of personal connection, etc.
Youth gained meaningful knowledge about
Germantown history. The students learned a lot from
the walking tour and from talking to the seniors. They
were able to restate some important historical facts. The
students were exposed to the historical society and are
aware of the archives and collections for future research.
They have new knowledge of Germantown’s history and
its importance to the overall American history.
Youth see themselves as contributors to and
participants in civic life. The students clearly felt
important during the interviews and shared that it is a
special thing to have the responsibility of hearing another
person’s story. They seemed to grasp that there is value
in being actively involved in things outside of themselves.
There is hope that their civic interests will extend into
greater roles for them with more exposure.
I was so scared [to perform], I didn’t
think I could do it. But I am so proud of
myself...the people liked it, they liked
me! I like this - being in front of people
and I could do it again. I’m so thankful
to Ms. Yolanda for her help.
Malik J.
Final Outcomes of Culture Keepers
Partners identied these nal outcomes:
15
Continuum of Impact
Youth gained skills in leading and participating meaningfully
in community dialogue. While it was a stretch for some of
the youth to lead the interviews with seniors and to be active
compassionate listeners, the workshops provided some
fundamental training in conducting eld interviews.
Negative public perceptions of youth shifted on a small
individual scale. A few of the seniors remarked that the youth
were a breath of fresh air given their previous experiences with
young people in Germantown.
Historic Germantown increased its understanding of the
capacity required for sustainable youth involvement. Historic
Germantown now has a high quality, replicable, older youth
program that can be further developed. However, the challenges
to capacity—staff and funding resources—are more evident and
remain an issue. The organization is now aware that a program
manager is needed to shepherd an ongoing program of this kind
and that the caliber and qualications of the artist are key. Funding
support and school partners that commit and contribute fully to
their role are also key.
New capacities were developed to use arts and technology to
advance Historic Germantown’s youth involvement goals and
artist’s community-based practice. The use of Instagram and
audio equipment expanded Historic Germantown’s promotional
and tech resources. They were also great hooks for the youth
and built on Yolanda’s and Trapeta’s capacities and strategies as
artists-educators-administrators.
16
Animating Democracy / Americans for the Arts
Outcomes related to Knowledge & Awareness
Outcomes related to Dialogue & Discourse
POTENTIAL DATA COLLECTION METHODS
Program
Activity, Strategy
Program
Activity, Strategy
Survey
Survey
Focus
Groups
Focus
Groups
Records
Analysis
Records
Analysis
Interviews
Interviews
INDICATORS
INDICATORS
DESIRED OUTCOMES
DESIRED OUTCOMES
Youth gain meaningful
knowledge about
Germantown history.
Youth gain skills to
lead and participate
meaningfully in
community dialogue.
Youth have a heightened historic and
current sense of place through learning
about Historic Germantown sites.
Youth learn about the role of and methods
for dialogue related to the goals of Historic
Germantown.
Geocaching,
Site Tours,
Story Circle
Boot Camp,
Story circles,
Final Event
Audio of how they
facilitate; review
after the rst
circle to prep for
the next
Story Circle
Site Tours,
Boot Camp
Orientation,
Site Tours
X
X
X
X
Youth nd relevant personal connection
to history through exploration of family
history that goes beyond the narrative of
privileged families.
Youth have increased sense of potential
careers in the eld of public history.
Youth express a desire to learn more
about history.
HISTORIC GERMANTOWN, Culture Keepers Evaluation Plan
To guide and make choices about evaluation efforts, Historic Germantown and artist Yolanda Wisher developed this Evaluation
Plan for Culture Keepers. They linked desired outcomes to specic program activities that might support them. They dened
indicators or evidence to look for and marked which data collection methods were suited to capturing such evidence. A couple
notes! They did not implement all of what appears in the plan but made priority choices based on what they most wanted to
learn and what was doable given capacity. Also, they were conscious of making note of informal anecdotes that they heard
along the way to consider in the nal analysis.
POTENTIAL DATA COLLECTION METHODS
Make your own Evaluation Plan!
PG. 57
17
Continuum of Impact
Outcomes related to Attitudes
Outcomes related to Capacity
POTENTIAL DATA COLLECTION METHODS
INDICATORS
INDICATORS
DESIRED OUTCOMES
DESIRED OUTCOMES
Negative public
perceptions of youth
shift.
Youth see themselves
as contributors to and
participants in civic life.
Historic Germantown
increases its capacity
for sustainable youth
involvement.
Positive feedback from senior story
circle participants
Youth have a greater sense of agency
and ability to contribute to a larger civic
good.
Historic Germantown gains greater
understanding of resources, time, skills
needed to effectively involve youth as
docents and develop youth leadership
and civic engagement.
Story Circle,
Final Event
Boot Camp, Story
Circle, Final Event
Boot Camp, Story
Circle, Final Event
Creative texts
Story Circle,
Final Event
Track
Trapeta’s
&
Yolanda’s
time
X X
XX
X
X
X
X
X
Residents regard and seek out program
youth as an asset to community.
Youth have a stronger sense of self as
leader.
A corps of youth show interest in
becoming docents in Phase 3
Youth demonstrate ability to share their
ideas and feelings through creative
expressions
Program
Activity, Strategy Survey
Focus
Groups
Records
Analysis Interviews
Program
Activity, Strategy Survey
Focus
Groups
Records
Analysis Interviews
POTENTIAL DATA COLLECTION METHODS
18
Animating Democracy / Americans for the Arts
Outcomes related to Capacity
INDICATORS
DESIRED OUTCOMES
Historic Germantown
develops new
capacities to integrate
arts & technology to
advance HG’s youth
involvement goals and
artist’s community-
based practice.
Designing and
implementing
Culture Keepers
Designing and
implementing
Culture Keepers
Trapeta, Yolanda
meet with HG
Board/Staff
Trapeta, Yolanda
meet with HG
Board/Staff
X
X
Historic Germantown gains new ideas
and insights about curriculum and
program strategies for youth involvement
(e.g. geocaching, video booth, designing
dialogue and alternatives to conventional
presentations, panels; documentation and
data collection).
Historic Germantown gains skill and
understanding in value and application
of arts in its work and collaboration with
artists.
Artist gains skill and understanding in
effective ways to apply poetry and writing
to youth engagement in neighborhood
history and public dialogue.
Artist gains skill and understanding of
applying geocaching, digital storytelling
to history education and youth civic
engagement.
Essay or article/
infographic
Program
Activity, Strategy Survey
Focus
Groups
Records
Analysis Interviews
POTENTIAL DATA COLLECTION METHODS
19
Continuum of Impact
Typical Outcomes and Indicators
Which families of social/civic outcomes reect your intentions?
Note! Outcomes for your project or program may fall within more than one family.
DIALOGUE & DISCOURSE
how people communicate
BEHAVIOR & ACTION
what people do
In this guide, for each outcome
family, you’ll nd:
CAPACITY
know-how and resources
CONDITIONS, SYSTEMS & POLICIES
change that is lasting
ATTITUDES & MOTIVATION
what people think and feel
AWARENESS & KNOWLEDGE
what people know
PG.21
PG. 33
PG. 45
PG. 27
PG. 39
PG. 51
OUTCOMES
within that family,
including denitions to
help you frame sharper
outcomes.
INDICATORS
for each specic
outcome category.
WORKSHEETS
Write-able PDFs that
will help you articulate
specic outcomes and
dene related indicators.
EXAMPLE
of creative
strategies
20
Animating Democracy / Americans for the Arts
A Quick Review
Understanding Indicators
Data Collection
Learn More about INDICATORS
Understanding Outcomes
Learn More about OUTCOMES
OUTCOME
Outcomes express desired
and actual RESULTS of
your project, program, or
organizational activity.
Your desired outcomes might
be aimed at individual, group,
community, and/or system
levels.
INDICATORS
Indicators are observable,
measurable EVIDENCE of change.
They show progress toward or
achievement of outcomes.
COLLECTING DATA
Articulating desired outcomes
and related indicators is a step
toward creating an evaluation
plan. Dening indicators helps you
choose data collection methods
best suited to help you assess
results or change.
Learn More about
DATA COLLECTION
21
Continuum of Impact
Changes in
KNOWLEDGE
22
Animating Democracy / Americans for the Arts
Changes in awareness, knowledge, and understanding about civic and
social issues help people assess choices, make informed decisions, and take
actions with the best interests of the common good.
What dierence do you want to make?
Are you working for
CHANGES IN KNOWLEDGE?
Being informed, educated, or prepared with
information about a civic or social issue or
opportunity
People are more informed about global
fair trade issues and local actions that
can be taken.
KNOWLEDGE
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
For Example
For Example
For Example
Consciousness of a civic or social issue
or opportunity
Public attention is renewed regarding
continuing struggles to ensure
disabilities rights.
AWARENESS
Comprehension of a civic or social
issue or opportunity such as the: human
implications, complexities, causes and
effects, or perspectives held by various
stakeholders
Parents, school leaders, and youth
advocates gain deeper understanding of
the causes and effects of bullying.
UNDERSTANDING
23
Continuum of Impact
• new, renewed, or sustained attention paid
• responses and comments showing raised awareness in
forums, social media, media
• sign on campaigns and rate of response
• advocacy campaigns launched
• donations
Indicators of AWARENESS measure:
• breadth, depth, currency, accuracy of knowledge possessed
• references made to data and information
• applications of information
Indicators of KNOWLEDGE measure:
• new, deepened, or expanded understanding
• degree of shared understanding
• ability to view issues from alternative, wider,
or multiple perspectives
• empathetic response
• change in how the issue is framed or dened
What evidence or INDICATORS would you look for?
Indicators of UNDERSTANDING measure:
24
Animating Democracy / Americans for the Arts
HOW TO Draft KNOWLEDGE Outcomes & Indicators
CREATIVE STRATEGY – Thousand Kites uses performance, web, video, and radio to open a public space
for incarcerated people, corrections ofcials, the formerly incarcerated, grassroots activists, and ordinary
citizens to engage in dialogue and organize around issues related to the U.S. criminal justice system.
Stakeholders understand each
others’ views regarding over-
incarceration.
OUTCOME INDICATORS
TYPES OF
INDICATORS
What specic evidence to track or measure?Consider and check the most relevant
indicators for the creative strategy.
• Citizens acknowledge a wider range of
stakeholders and perspectives on the
issue.
• Shift in the quality of public discourse
(e.g. letters to the editor, radio talk shows,
online dialogue) from simplied to more
complex understanding of the issue.
• Activist groups reconsider their platforms
with the benet of understanding of
stakeholders’ views.
Note!
Involve stakeholders such as youth, neighborhood groups, city leaders, etc. in
dening outcomes and indicators that matter to them, so that program design
and evaluation are meaningful and useful. For a tool to collect stakeholder input,
click
here.
✓ change in how the issue is framed or
dened
What are the intended outcomes?
DESCRIBE YOUR CREATIVE STRATEGY. Then write the Outcome(s) that are important. Next, consider
which general Types of Indicators are most relevant as evidence of change. Use these as a starting point to
dene the specic Indicators for your creative project.
✓ ability to view issues from alternative,
wider, or multiple perspectives
✓ breadth, depth, currency, accuracy
of knowledge possessed
25
Continuum of Impact
Changes in KNOWLEDGE Worksheet
Changes in awareness, knowledge, and understanding help people assess choices,
make informed decisions, and take actions with the
best interests of the common good.
Describe your creative strategy for changes in knowledge.
AWARENESS
KNOWLEDGE
̍ breadth, depth, currency, accuracy of
knowledge possessed
̍ references made to data and information
̍ applications of information
̍ new, renewed, or sustained attention paid
̍ responses and comments showing raised
awareness in forums, social media, media
̍ sign on campaigns and rate of response
̍ advocacy campaigns launched
̍ donations
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
Consciousness of a civic or social issue or opportunity
Being informed, educated, or prepared with information about a civic or social issue or opportunity
26
Animating Democracy / Americans for the Arts
UNDERSTANDING
Comprehension of a civic or social issue or opportunity such as the: human implications,
complexities, causes and effects, or perspectives held by various stakeholders
̍ new, deepened, or expanded
understanding
̍ degree of shared understanding
̍ ability to view issues from alternative,
wider, or multiple perspectives
̍ empathetic response
̍ change in how the issue is framed or
dened
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
27
Continuum of Impact
Changes in
DISCOURSE
28
Animating Democracy / Americans for the Arts
Changes in public discourse relate to who engages and how they have
exchange with one another around matters of civic and social importance.
What dierence do you want to make?
People with differing viewpoints working toward
common understanding in an open-ended, typically
face-to-face format. Dialogue includes multiple
perspectives; seeks to create equality among
participants; and aims for a greater understanding of
others’ viewpoints through empathy.
Police and youth are afforded a safe
space for honest dialogue about the
status of youth/police relations.
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
For Example
For Example
For Example
DIALOGUE
Expression and reporting of information, opinion
and commentary, viewpoints, and exchange through
the wide range of conventional media channels
(newspaper, radio, tv); mainstream and alternative
sources; social media.
The growing immigrant population
is better represented in
mainstream media.
MEDIA/NEW MEDIA
People working with intention for decision-
making or problem analysis or resolution through
consideration of relevant factual information from
multiple points of view.
People see and understand possible
outcomes for the environment regarding
different choices they could make.
DELIBERATION
Are you working for
CHANGES IN DISCOURSE?
29
Continuum of Impact
• who is engaged
• access to opportunities for exchange
• the quality of exchange (balance of perspectives, safety, tone or civility)
• effects of dialogue/deliberation (increased understanding, empathy,
identied options for actions or solutions, decision or resolution)
• opponents agree to participate in a dialogue
• frequency or sustainability of exchange
What evidence or INDICATORS would you look for?
Indicators of MEDIA/NEW MEDIA measure:
Indicators of DIALOGUE & DELIBERATION measure:
• content of what is reported
• access to media
• who is represented in media coverage or exchanges
• diversity of perspectives represented
• quality of reporting or commentary (balance or bias; depth or breadth;
nuance; accuracy, etc.)
• renewed media attention
• amount of articles, media spots, social media hits, blog exchanges
• duration of media attention
30
Animating Democracy / Americans for the Arts
HOW TO Draft DISCOURSE Outcomes & Indicators
CREATIVE STRATEGY – A rural art center and regional planning commission collaborate on a project that
pairs artists and community members who hold opposing views on a divisive development project. Each pair
creates a work of art that reects common ground they nd around the issue. Artworks are then presented in
public planning discussions to launch community dialogue.
Adversaries are able to
reconsider their own and others
views toward possible new
choices for action.
OUTCOME INDICATORS
• Residents participate who typically don’t
participate in public meetings.
• One-sided diatribes are replaced with
respectful listening and exchange.
• People understand more fully their own
and others’ beliefs, values, and fears.
• People identify common points
reecting what everyone cares about
changing.
✓ Effects of dialogue
DESCRIBE YOUR CREATIVE STRATEGY. Then write the Outcome(s) that are important. Next, consider
which general Types of Indicators are most relevant as evidence of change. Use these as a starting point to
dene the specic Indicators for your creative project.
TYPES OF
INDICATORS
Consider and check the most relevant
indicators for the creative strategy.
What specic evidence to track or measure?What are the intended outcomes?
✓ Who is engaged
✓ Quality of exchange
Note!
Involve stakeholders such as youth, neighborhood groups, city leaders, etc. in
dening outcomes and indicators that matter to them, so that program design
and evaluation are meaningful and useful. For a tool to collect stakeholder input,
click
here.
31
Continuum of Impact
DIALOGUE
Changes in DISCOURSE Worksheet
Changes in public discourse relate to who engages and how they have exchange with one another
around matters of civic and social importance.
Describe your creative strategy for changes in attitudes.
̍ who is engaged
̍ access to opportunities for exchange
̍ the quality of exchange (balance of
perspectives, safety, tone, or civility)
̍ effects of dialogue/deliberation (increased
understanding, empathy, identied options
for actions or solutions, decision or
resolution)
̍ opponents agree to participate in a
dialogue
̍ frequency or sustainability of exchange
People with differing viewpoints working toward common understanding in an open-ended,
typically face-to-face format. Dialogue includes multiple perspectives; seeks to create equality
among participants; and aims for a greater understanding of others’ viewpoints through empathy.
DELIBERATION
People working with intention for decision-making or problem analysis or resolution through
consideration of relevant factual information from multiple points of view.
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
32
Animating Democracy / Americans for the Arts
MEDIA/NEW MEDIA
Expression and reporting of information, opinion and commentary, viewpoints,
and exchange through the wide range media.
̍ content of what is reported
̍ access to media
̍ who is represented in media coverage or
exchanges
̍ diversity of perspectives represented
̍ quality of reporting or commentary
(balance or bias; depth or breadth;
nuance; accuracy, etc.)
̍ renewed media attention
̍ amount of articles, media spots, social
media hits, blog exchanges
̍ duration of media attention
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
33
Continuum of Impact
Changes in
ATTITUDES
34
Animating Democracy / Americans for the Arts
Changes in attitude and motivation relate to the thoughts and feelings that
underlie people’s choices and action.
What dierence do you want to make?
ATTITUDE
The feelings, viewpoints, or positions
about a civic or social issue or
opportunity
There is a decrease in the social stigma
of mental illness in the community.
ASPIRATIONS
Desires, hopes, or vision that suggests
possibility or direction for civic or social
change
Residents gain renewed
optimism about the region’s
economic future.
MOTIVATION
People stay active in organizing
when there are set-backs in the
movement for racial equity.
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
For Example
For Example
For Example
For Example
The ideals, principles, morals, ethics
that guide individual, group, or societal
choices and action
VALUES
Youth view themselves as stewards of
natural resources.
Are you working for
CHANGES IN ATTITUDES?
Need, desire, enthusiasm, inspiration,
stimulation, or impetus that causes a
person to take action
35
Continuum of Impact
What evidence or INDICATORS would you look for?
• opinions or beliefs that are held
• changes in opinions, beliefs
• level of commitment to a position
• degree of preference for something
• changes in position about priorities or the
importance of something
Indicators of ATTITUDE measure:
Indicators of ASPIRATIONS measure:
• expressions of possibility, direction, hope, vision
• new or changed desires, hopes, vision
Indicators of MOTIVATION measure:
• taking initiative
• sense of self- or collective-efcacy to take action
• feelings of condence
• level of commitment to act
• expression or articulation of values
• identication of shared values
• shift in values
Indicators of VALUES measure:
36
Animating Democracy / Americans for the Arts
HOW TO Draft ATTITUDES Outcomes & Indicators
CREATIVE STRATEGY – A graphic artist mobilizes a community-wide clean-up and signage project in a
disaffected mobile home park that attracts other residents to pitch in and builds pride in the park.
Mobile home park residents are
valued, respected, and included
in community life.
• Expressions of pride appear in the signs
made by park residents.
• More positive interactions between park
residents and other community residents
• Public meetings held at the mobile home
park are well attended by residents and
other community members.
• Mobile home park leaders are invited to
community planning meetings.
✓ sense of self- or collective-efcacy to
take action
DESCRIBE YOUR CREATIVE STRATEGY. Then write the Outcome(s) that are important. Next, consider
which general Types of Indicators are most relevant as evidence of change. Use these as a starting point to
dene the specic Indicators for your creative project.
OUTCOME INDICATORS
TYPES OF
INDICATORS
Consider and check the most relevant
indicators for the creative strategy.
What specic evidence to track or measure?What are the intended outcomes?
✓ expressions of possibility,
direction, hope, vision
✓ level of commitment to act
Note!
Involve stakeholders such as youth, neighborhood groups, city leaders, etc. in
dening outcomes and indicators that matter to them, so that program design
and evaluation are meaningful and useful. For a tool to collect stakeholder input,
click
here.
37
Continuum of Impact
VALUES
ATTITUDE
̍ opinions or beliefs that are held
̍ changes in opinions, beliefs
̍ level of commitment to a position
̍ degree of preference for something
̍ changes in position about priorities or the
importance of something
Changes in ATTITUDES Worksheet
Changes in attitude and motivation relate to the thoughts and feelings that underlie people’s
choices and action.
Describe your creative strategy for changes in attitudes.
The ideals, principles, morals, ethics that guide individual, group, or societal choices and action
The feelings, viewpoints, or positions about a civic or social issue or opportunity
̍ expression or articulation of values
̍ identication of shared values
̍ shift in values
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
38
Animating Democracy / Americans for the Arts
̍ expressions of possibility, direction,
hope, vision
̍ new or changed desires, hopes, vision
̍ taking initiative
̍ sense of self- or collective-efcacy to
take action
̍ feelings of condence
̍ level of commitment to act
ASPIRATIONS
MOTIVATION
Desires, hopes, or vision that suggests possibility or direction for civic or social change
Need, desire, enthusiasm, inspiration, stimulation, or impetus that causes a person to take action
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
39
Continuum of Impact
Changes in
CAPACITY
40
Animating Democracy / Americans for the Arts
Changes in capacity relate to the abilities and means to engage in civic life
or social action.
What dierence do you want to make?
SKILLS
New or better ways of working to make change, such
as the ability to use knowledge, collaborate with
stakeholders, recruit diverse participants, organize or
mobilize
Residents’ ability to organize and
advocate improves.
ARTISTIC/CREATIVE
Identify and work with artists, integrate creative
strategies to engage others, illuminate issues,
enhance public processes, engage new ways of
thinking, and reveal new ideas and possibilities
Youth gain capacity to use
media to express their views.
Human, nancial, material, or information resources that
advance civic or social activities and goals
RESOURCES
Local artists know how to access
grants and loans.
Are you working for
CHANGES IN CAPACITY?
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
For Example
For Example
For Example
For Example
Social benets that result from networks, connections,
and relationships formed within and between groups
SOCIAL CAPITAL
Disenfranchised groups gain status.
41
Continuum of Impact
What evidence or INDICATORS would you look for?
• mastery of skills
• use of approaches or methods
• effectiveness of approaches or methods
• development of leadership skills
• organizational structure and systems,
procedures, policies that support the work
• ability to engage or organize
Indicators of SKILLS measure:
• relationships at the individual or group level
• bridging boundaries
• access to or connections with leadership
• networks and alliances formed or strengthened
• group efcacy
• changes in trust, access, inclusion, status, equity
Indicators of SOCIAL CAPITAL measure:
• expression through creative means
• development of skills to apply arts and culture to civic engagement
or social change
• identication of artistic resources (artists, arts organizations)
• effectiveness of creative strategies
• value ascribed to creative strategies in addressing civic or social goals
Indicators of ARTISTIC/CREATIVE CAPACITY measure:
• funding or in-kind support
• identication of leaders
• partnerships formed or strengthened
• acquired knowledge or information
• access to, acquisition of space
Indicators of RESOURCES measure:
42
Animating Democracy / Americans for the Arts
HOW TO Draft CAPACITY Outcomes & Indicators
CREATIVE STRATEGY – A public art program is designed to be an effective community builder
in neighborhoods.
Disenfranchised groups gain
status.
• Groups are reaching out more to other
groups rather than working independently.
• New or deeper relationships form between
groups.
• Groups gain new and productive access to
meet with city leaders.
• Allies among city leaders are identied.
• City leaders involve group leaders in
subsequent efforts.
✓ changes in trust, access, inclusion,
status, equity
DESCRIBE YOUR CREATIVE STRATEGY. Then write the Outcome(s) that are important. Next, consider
which general Types of Indicators are most relevant as evidence of change. Use these as a starting point to
dene the specic Indicators for your creative project.
OUTCOME INDICATORS
TYPES OF
INDICATORS
Consider and check the most relevant
indicators for the creative strategy.
What specic evidence to track or measure?What are the intended outcomes?
✓ relationships at the
individual or group level
✓ access to or connections
with leadership
Note!
Involve stakeholders such as youth, neighborhood groups, city leaders, etc. in
dening outcomes and indicators that matter to them, so that program design
and evaluation are meaningful and useful. For a tool to collect stakeholder input,
click
here.
43
Continuum of Impact
SOCIAL CAPITAL
SKILLS
Changes in CAPACITY Worksheet
Changes in capacity relate to the abilities and means to engage in civic life or social change efforts.
Describe your creative strategy for increasing capacity.
Social benets that result from networks, connections, and relationships formed
within and between groups
New or better ways of working to make change, such as the ability to use knowledge, collaborate with
stakeholders, recruit diverse participants, organize or mobilize
̍ relationships at the individual or group level
̍ bridging boundaries
̍ access to or connections with leadership
̍ networks and alliances formed or
strengthened
̍ group efcacy
̍ changes in trust, access, inclusion, status,
equity
̍ mastery of skills
̍ use of approaches or methods
̍ effectiveness of approaches or methods
̍ development of leadership skills
̍ organizational structure and systems,
procedures, policies that support the work
̍ ability to engage or organize
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
44
Animating Democracy / Americans for the Arts
ARTISTIC/CREATIVE
RESOURCES
Human, nancial, material, or information resources that advance civic or social activities and goals
Identify and work with artists, integrate creative strategies to engage others,
illuminate issues, enhance public processes, engage new ways of thinking, and
reveal new ideas and possibilities
̍ expression through creative means
̍ development of skills to apply arts and
culture to civic engagement or social
change
̍ identication of artistic resources (artists,
arts organizations)
̍ effectiveness of creative strategies
̍ value ascribed to creative strategies in
addressing civic or social goals
̍ funding or in-kind support
̍ identication of leaders
̍ partnerships formed or strengthened
̍ acquired knowledge or information
̍ access to, acquisition of space
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
45
Continuum of Impact
Changes in
ACTION
46
Animating Democracy / Americans for the Arts
Changes in action relate to how people behave, participate, and take action
in their communities and society.
What dierence do you want to make?
Are you working for CHANGES IN ACTION?
Enhanced positive behavior in relation to others in society
such as: trust, relationships, tolerance, collaboration, helping,
conservation
Reduced negative behavior such as: aggression, violence,
unprotected sex, illicit drug use
BEHAVIOR
Welcoming and respectful interactions toward
recent immigrants and refugees increase (positive
behavior).
Cigarette smoking among teens drops by 15%
(negative behavior).
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
For Example
For Example
For Example
For Example
PARTICIPATION
Engagement or involvement in public processes such as joining
a civic committee or nonprot board, attending public forums,
planning a public event, participating in arts-based community
projects or events
Youth, seniors, and artists work together to design,
create, and sustain a community art & vegetable
garden.
ACTION
Intentional action that serves a civic or social good, not
necessarily cause- or issue-oriented such as: providing access
for others (e.g. through transportation, child care, subsidy, etc.);
making a donation; offering space for community meetings
Community organizations join forces with
the city’s Neighborhood Development Dept.
to clean up and enhance blighted lots.
Intentional action to bring about civic or social change in support
of or opposition to an issue or cause, such as: organizing, writing
letters to politicians, political campaigning, voting, boycotts or
patronizing preferred businesses, rallies, protests, strikes
ACTIVISM/ADVOCACY
Women’s March participants become active in
local organizing and advocacy efforts.
47
Continuum of Impact
What evidence or INDICATORS would you look for?
• who participates (numbers, diversity)
• nature or quality of participation
• amount of time engaged
Indicators of PARTICIPATION measure:
Indicators of ACTION measure:
• who takes action (numbers, diversity)
• nature of actions taken
• character of action (e.g. initiating, improved, sustained, effectiveness)
• who demonstrates certain behavior
• frequency of certain behavior
• change of behavior compared to accepted social norms, rules, or customs
• new norms of behavior
Indicators of BEHAVIOR measure:
• who is activating/advocating (numbers, diversity)
• nature of strategies or approaches
• degree or intensity of efforts (frequency, sustainability)
• effectiveness of the action or strategy
• effectiveness of alliances or partnerships
Indicators of ACTIVISM/ADVOCACY measure:
48
Animating Democracy / Americans for the Arts
HOW TO Draft ACTION Outcomes & Indicators
CREATIVE STRATEGY – Community members work with an artist to create “Do-It-Ourselves” ags to
make pedestrians more visible, urge driving safely, and put pressure on city leaders to install a crosswalk at
a dangerous intersection.
Drivers make immediate changes
in unsafe driving patterns at a
dangerous intersection.
Residents engage in
problem-solving
City ofcials take steps to improve
safety at the intersection
• Reduced speed is sustained in the
months after ags are installed.
• Number of reports to the police about
unsafe driving decreases.
• Pedestrians and residents participate in
ag making and monitoring.
• The Dept. of Public Works installs a
crosswalk.
✓ Who takes action
DESCRIBE YOUR CREATIVE STRATEGY. Then write the Outcome(s) that are important. Next, consider
which general Types of Indicators are most relevant as evidence of change. Use these as a starting point to
dene the specic Indicators for your creative project.
OUTCOME INDICATORS
TYPES OF
INDICATORS
Consider and check the most relevant
indicators for the creative strategy.
What specic evidence to track or measure?What are the intended outcomes?
✓ New norms of behavior
✓ Frequency of certain behavior
✓ Who participates, nature and
quality of participation
Note!
Involve stakeholders such as youth, neighborhood groups, city leaders, etc. in
dening outcomes and indicators that matter to them, so that program design
and evaluation are meaningful and useful. For a tool to collect stakeholder input,
click
here.
49
Continuum of Impact
Enhanced positive behavior in relation to others in society such as: trust, relationships, tolerance,
collaboration, helping, conservation; or reduced negative behavior such as: aggression, violence,
unprotected sex, illicit drug use
BEHAVIOR
̍ who is participating (numbers, diversity)
̍ nature of strategies or approaches
̍ degree or intensity of efforts (frequency,
sustainability)
̍ effectiveness of the action or strategy
̍ effectiveness of alliances or partnerships
PARTICIPATION
Intentional action to bring about civic or social change in support of or opposition to an issue or
cause, such as: organizing, writing letters to politicians, political campaigning, voting, boycotts
or patronizing preferred businesses, rallies, protests, strikes
Changes in ACTION Worksheet
Changes in action relate to how people behave, participate, and take action
in their communities and society.
Describe your creative strategy for changes in action and behavior.
̍ who demonstrates certain behavior
̍ frequency of certain behavior
̍ change of behavior compared to accepted
social norms, rules, or customs
̍ new norms of behavior
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
50
Animating Democracy / Americans for the Arts
ACTION
Intentional action that serves a civic or social good, not necessarily cause- or issue-oriented such as:
providing access for others (e.g. through transportation, child care, subsidy, etc.); making a donation;
offering space for community meetings
ACTIVISM/ADVOCACY
Intentional action to bring about civic or social change in support of or opposition to an
issue or cause, such as: organizing, writing letters to politicians, political campaigning,
voting, boycotts or patronizing preferred businesses, rallies, protests, strikes
̍ who takes action (numbers, diversity)
̍ nature of actions taken
̍ character of action (e.g. initiating,
improved, sustained, effectiveness)
̍ who is activating/advocating (numbers,
diversity)
̍ nature of strategies or approaches
̍ degree or intensity of efforts (frequency,
sustainability)
̍ effectiveness of the action or strategy
̍ effectiveness of alliances or partnerships
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
51
Continuum of Impact
Changes in
CONDITIONS
52
Animating Democracy / Americans for the Arts
Changes in policies, systems, and conditions aim for lasting results.
What dierence do you want to make?
Elected or voluntary positions of leadership within government
institutions, civic organizations, or organizing efforts; as well as the
relative power or standing of a group within a community or society
LEADERSHIP/STATUS
A pipeline is generating more diverse leadership for
public boards and committees.
Are you working for CHANGES IN CONDITIONS?
Laws, practices, resolutions created to guide and determine
decisions or actions
POLICIES/LEGISLATION
Policies are enacted to guide actions for fair
treatment of people who are homeless.
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
Outcomes Related to:
For Example
For Example
For Example
For Example
For Example
CONDITIONS
Existing social, civic, political, economic, physical circumstances.
Although social and civic outcomes are often about improving
negative conditions, they may also be directed toward upholding
or further enhancing positive opportunities or conditions.
Veteran reentry services are improved to
consider the whole person and family as well
as community belonging.
SYSTEMS
The combination of related policies, organizations, and structures
that denes or effects how things work. Outcomes might relate to
sectors such as government, education, criminal justice or cross-
cutting social constructs as in systemic racism.
Local funders revise grant programs to
address changing community demographics.
Solving a problem or resolving a civic or social concern or
conict
SOLUTION OR RESOLUTION
The community nds resolution to
divergent interests in the development of
prime coastal property.
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Continuum of Impact
What evidence or INDICATORS would you look for?
Indicators of POLICY measure:
• proposal of policy
• support gathered
• passing or adoption
• funding
• implementation
Indicators of SYSTEMS measure:
• restructured relationships and roles
• change in regulatory power
• shared priorities across systems
• revised practices or procedures
Indicators of SOLUTION/RESOLUTION measure:
• plans or strategies that are developed for addressing the issue
• strategies implemented
• problem or priorities that are claried, identied, averted,
reduced, or eliminated
Indicators of LEADERSHIP/STATUS measure:
• who holds leadership positions
• diversity of leadership
• new or improved leadership strategies
• effectiveness of leadership
• degree of change
• remediation
• improvement or maintenance of a condition
• availability of resources
• increased, decreased, or new opportunities
• who has access to opportunity
Indicators of CONDITIONS measure:
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Animating Democracy / Americans for the Arts
HOW TO Draft CONDITIONS Outcomes & Indicators
CREATIVE STRATEGY – The City Transportation Department engages a local artist team to develop and
implement creative community engagement strategies in order to learn what improvements in services are
needed for populations most reliant on public transit.
Identify policies and practices
that will make the Department
more accountable to underserved
residents and effective in its
services.
• Transportation department staff roles
are redened to include more in-the-
community engagement as well as
involvement in problem solving.
• Rider’s rights groups report improved
communication with the City
Transportation department
• The city establishes a paid role for an
artist to continue with the department’s
ofcial work.
• City integrates story circles to collect
data about transit culture, public needs,
and suggested improvements
• City begins plans with bus contractor
to extend public transportation services
to accommodate second and third shift
workers
✓ plans or strategies that are developed
for addressing the issue
DESCRIBE YOUR CREATIVE STRATEGY. Then write the Outcome(s) that are important. Next, consider
which general Types of Indicators are most relevant as evidence of change. Use these as a starting point to
dene the specic Indicators for your creative project.
OUTCOME INDICATORS
TYPES OF
INDICATORS
Consider and check the most relevant
indicators for the creative strategy.
What specic evidence to track or measure?What are the intended outcomes?
✓ restructured relationships
and roles
✓ revised practices or procedures
Note!
Involve stakeholders such as youth,
neighborhood groups, city leaders,
etc. in dening outcomes and
indicators that matter to them, so that
program design and evaluation are
meaningful and useful. For a tool to
collect stakeholder input, click
here.
55
Continuum of Impact
POLICIES/LEGISLATION
CONDITIONS
̍ degree of change
̍ remediation
̍ improvement or maintenance of a
condition
̍ availability of resources
̍ increased, decreased, or new
opportunities
̍ who has access to opportunity
Changes in CONDITIONS Worksheet
Changes in policies, systems, and conditions aim for lasting results.
̍ proposal of policy
̍ support gathered
̍ passing or adoption
̍ funding
̍ implementation
Laws, practices, resolutions created to guide and determine
decisions or actions
Existing social, civic, political, economic, physical circumstances. Although social and civic outcomes
are often about improving negative conditions, they may also be directed toward upholding or further
enhancing positive opportunities or conditions.
Describe your creative strategy for increasing policies, systems, or conditions.
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
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Animating Democracy / Americans for the Arts
̍ restructured relationships and roles
̍ change in regulatory power
̍ shared priorities across systems
̍ revised practices or procedures
̍ plans or strategies that are developed for
addressing the issue
̍ strategies implemented
̍ problem or priorities that are claried,
identied, averted, reduced, or eliminated
SYSTEMS
SOLUTION/RESOLUTION
LEADERSHIP/STATUS
The combination of related policies, organizations, and structures that denes or effects how things work.
Solving a problem or resolving a civic or social concern or conict
Elected or voluntary positions of leadership; as well as the relative power or standing
of a group within a community or society
̍ who holds leadership positions
̍ diversity of leadership
̍ new or improved leadership strategies
̍ effectiveness of leadership
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
YOUR INDICATORS
What specically will you track or measure?
TYPES OF INDICATORS
Consider and check relevant indicators.
YOUR OUTCOME
What are your intended outcomes?
57
Continuum of Impact
AC
T
ION
A
T
TI
T
U
D
ES
DI
SCOU
RSE
KNOWLEDGE
PO
LI
CI
E
S
C
AP
AC
IT
Y
Create Your Own Evaluation Plan
An evaluation plan sets out the
details of an evaluation—what will
be evaluated and how, who will be
involved, and when.
The write-able worksheets that follow
offer a format to chart which data
collection methods are best suited to
help you collect evidence for priority
outcomes and indicators. It’s unlikely
you’ll have capacity and resources
to implement all possibilities! The
worksheets can help you make
choices.
Refer to 4 Ways to Collect Data (pages
10-11) to consider which methods will
serve you (e.g. survey, focus group,
media articles, observation); and The
Culture Keepers sample evaluation
plan (pages 16-18).
Starksboro Evaluation Plan
Art At Work Evaluation Plan
Evaluation Plan Examples
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Animating Democracy / Americans for the Arts
Outcomes related to KNOWLEDGE
INDICATORS
DESIRED OUTCOMES
Program
Activity, Strategy
Talk to
People
Get Written
Response
Review
Existing Data Observation
POTENTIAL DATA COLLECTION METHODS
Evaluation Plan
Project:
Date:
Learn More About DATA COLLECTION
Understanding Data Collection
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Animating Democracy / Americans for the Arts
Outcomes related to ATTITUDES
POTENTIAL DATA COLLECTION METHODSINDICATORS
DESIRED OUTCOMES
Project:
Date:
Program
Activity, Strategy
Talk to
People
Get Written
Response
Review
Existing Data Observation
Evaluation Plan
Learn More About DATA COLLECTION
Understanding Data Collection
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Animating Democracy / Americans for the Arts
Outcomes related to ACTION
POTENTIAL DATA COLLECTION METHODS
INDICATORS
DESIRED OUTCOMES
Program
Activity, Strategy
Talk to
People
Get Written
Response
Review
Existing Data Observation
Evaluation Plan
Project:
Date:
Learn More About DATA COLLECTION
Understanding Data Collection
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Animating Democracy / Americans for the Arts
Glossary
data - There are two types of data: quantitative and qualitative.
Depending on your goals, one type may be better suited to meet
your needs. The type of data you collect will inuence the plan
and approach you take. Quantitative data is numerical and can
be counted, quantied, and mathematically analyzed. Qualita-
tive data is used to describe meaning and is generally non-
numerical. Although quantitative and qualitative data are often
presented as mutually exclusive alternatives, using a mixed
method approach (collecting both) can ultimately provide the
most comprehensive set of data for evaluation.
documentation - The process of recording what happened, or
creating a record of a project, usually with little or no judgment
attached. Documentation may include meeting notes, letters
and memos, oral history records, journals, voting results, census
data, audio and video recordings, media coverage of events,
etc. In many instances, documentation materials are sources
used for evaluation.
impact - Among evaluators, generally used to mean a long-term
result that suggests lasting and ultimate desired social change.
Note: The term “impact” has slipped into broader use to imply
varied levels of change. We use it loosely in “Continuum of
IMPACT” but respect the more precise meaning assigned in the
evaluation eld.
indicator - Observable, measurable evidence of change by
which the effects of a program can be assessed. They answer
the questions: “What will the change look like?” or “How will you
know a stated outcome has been achieved?” Indicators indicate
the degree to which the outcomes stated have been attained.
intermediate outcomes - Changes that may be considered a
precondition of longer-term impact. Arts-based civic engagement
initiatives are often effective in achieving intermediate outcomes
that fall in the realm of social and civic capacity building for
individuals, institutions, networks, and communities. Intermedi-
ate outcomes may be the explicit focus or desired effects of a
project or program. Many of the outcomes suggested by the
Continuum, e.g. heightened awareness; increased numbers or
diversity of individuals who are engaged; and new relationships
built among organizations--could be considered intermediate
effects toward other outcomes.
metric - A unit of measure like a standard score or a rating, es-
sentially how an instrument calibrates degrees of change
outcome - The desired or intended results from a program,
usually indicated by the kinds and degree of change that oc-
cur. Examples of arts-based civic engagement outcome goals
could be heightened public awareness of a civic issue; media
coverage of an issue is more balanced; or a policy is enacted or
changed. Your desired outcomes might be aimed at individual,
group, community, and/or system levels.
output - The end product(s) of a program. Examples are: actual
artworks or events, engagement activities (e.g. dialogue forums,
rallies, river clean-up, neighborhood planning meetings), votes,
news stories generated, information vehicles (web sites, bro-
chures, creative posters).
Terms used in the Continuum of Impact, plus a few other common terms, are dened here.
65
Continuum of Impact
IMPACT website. Animating Democracy’s trusted online storehouse of Arts and Social Impact resources includes: tools and frame-
works, case studies, reports and articles. Also includes A Place to Start to explore key terms and basic how-to information.
“Continuum of Impact.” 2017. Animating Democracy’s REVISED Continuum of Impact is a practical tool to help: articulate clear
and realistic social/civic outcomes that can seem intangible; dene indicators or evidence of change that can be observed and
measured; and begin crafting an evaluation plan to collect and use data to substantiate and report outcomes. Includes writeable
worksheets and case study.
“Aesthetic Perspectives: Attributes of Excellence in Arts for Change.” 2017. Animating Democracy’s NEW Framework aims to
enhance understanding and evaluation of the aesthetic dimensions of Arts for Change work featuring 11 attributes of excellence
dened by artists and ally evaluators and funders participating in Animating Democracy’s Evaluation Learning Lab.
“Evaluating Impact/Appreciating Evaluation.” By Pam Korza and Barbara Schaffer Bacon, 2012. Companion to the Continuum of
Impact, this article shares two artists’ stories to convey how evaluation helped them know what difference their projects and aes-
thetic choices made and show how evaluation can be doable and even enjoyable.
Website & Frameworks
Webinars & Blog Salons
FUNDAMENTALS OF EVALUATING ARTS FOR CHANGE
Resources from Animating Democracy
“Evaluation in ACTION! Webinars.” A suite of practical webinars addresses common evaluation challenges that artists, arts organi-
zations, and their community partners face, presenting specic stories, techniques or tools, along with conceptual frameworks to
guide evaluation design.
“Social Impact & Evaluation Blog Salon.” Animating Democracy/Americans for the Arts, 2012.
Features posts by: Kenneth Bailey (Design Studio for Social Intervention), John Bare (Arthur M. Blank Family Foundation), Rachel
Grossman (dog & pony dc), Mark Rodriguez, (Changing Worlds), Shirley Sneve (Native American Public Telecommunications)
among others.
“Aesthetics & Social Change Blog Salon.” Animating Democracy/Americans for the Arts, 2014. Features posts by: Denise Brown
(Leeway Foundation), Carlton Turner (Alternate ROOTS), Deborah Fisher (A Blade of Grass), and Roberto Bedoya (then with
Tucson Pima Arts Council)
“Excellence and Equity in Arts for Change Blog Salon.” Animating Democracy/Americans for the Arts, 2017. Seventeen bloggers
respond to the framework, Aesthetic Perspectives: Attributes of Excellence in Arts for Change. Features posts by: Savan-
nah Barrett (Art of the Rural), Ananya Chatterjea (Ananya Dance Theatre), Eric Booth (arts learning consultant), Anne Mulgrave
(Greater Pittsburgh Arts Council), Maria De Leon (National Alliance of Latino Arts & Cultures), the artist collective Complex Move-
ments, Lauren Slone (MAP Fund), Jeree Thomas (Campaign for Youth Justice) and more.
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Animating Democracy / Americans for the Arts
Evaluation in ACTION! Case Studies & Models
“Documenting Civic Engagement: A Plan for the Tucson Pima Arts Council.” By Mark J. Stern and Susan Seifert. 2009. As part
of Animating Democracy’s Art & Civic Engagement Impact Initiative, TPAC wanted to know what concrete measures are reason-
able to use to understand the civic engagement effects of its work as an agency. Stern and Susan Seifert of the Social Impact of
the Arts Project proposed ve strategies—improving organizational data gathering, telling stories, documenting artists and the
informal cultural sector, identifying institutional networks, and using geographic information systems to integrate data for analysis—
and an implementation plan that would allow for staging these elements.
“Evaluation Plan: Art At Work.” Terra Moto and the City of Portland, ME. By Chris Dwyer and Marty Pottenger. 2009. As part of
Animating Democracy’s Arts & Civic Engagement Impact Initiative, evaluator Chris Dwyer worked with artist Marty Pottenger to
specify outcomes, indicators, and data collection strategies for the Thin Blue Line police poetry/photography project which aimed to
improve police morale and public perceptions of police.
“Evaluation Plan: Starksboro (VT) Art & Soul Project.” The Orton Family Foundation. By Chris Dwyer. 2009. As part of Animat-
ing Democracy’s Arts & Civic Engagement Impact Initiative, evaluator Chris Dwyer and the Orton Family Foundation specied
outcomes, indicators, and data collection strategies for the Art & Soul project which hypothesized that engaging an artist to work
with citizens and leaders would improve upon traditional approaches to planning and lead to better decisions about the future of
Starksboro. See also: Preliminary Menu of Possible Outcomes/Indicators/Measures”
“Making the Case for Skid Row Culture: Findings from a Collaborative Inquiry by the Los Angeles Poverty Department (LAPD)
and the Urban Institute.” By Maria Rosario Jackson, Ph.D. and John Malpede. 2009. As part of Animating Democracy’s Arts
& Civic Engagement Impact Initiative, LAPD and researcher and urban planner Maria Rosario Jackson engaged in eld research
that provides a foundation to recurrently identify, monitor, and assess the presence, density and richness of the cultural infrastruc-
ture of the Skid Row neighborhood. Research substantiated potent effects on individuals and on social relations in Skid Row, and
acknowledged LAPD’s contributions to inuencing structures, systems, and even policy.
“Moments of Transformation: Rha Goddess’s LOW and Understanding Social Change.” By Suzanne Callahan. 2009. As part of
Animating Democracy’s Arts & Civic Engagement Impact Initiative, evaluator Suzanne Callahan and artist Rha Goddess focused
on the impact of the one-woman performance piece, LOW, and post-performance dialogue on audiences’ attitudes, beliefs and
perceptions about mental health and illness. A formal evaluation conducted by City University of New York researchers, plus an al-
ternative approach to audience evaluation developed in collaboration with Callahan allowed comparison of two research processes
that asked similar questions in different ways.
“Two-Way Mirror: Ethnography as a Way to Assess Civic Impact of Arts-based Engagement in Tucson, Arizona.” By Maribel
Alvarez. 2009. As part of Animating Democracy’s Arts & Civic Engagement Impact Initiative, Maribel Alvarez and the Tucson Pima
Arts Council (TPAC) applied principles and practices of ethnography as qualitative evaluation strategies to better understand the
social and civic effects of Finding Voices, a program that helps refugee and immigrant youth develop literacy and second language
skills by researching, photographing, writing, and speaking out about critical social issues in their lives.
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Continuum of Impact
“CASES & POINTS: A Summary of the Funder Exchange on
Evaluating Arts & Social Impact.” By Pam Korza and Barbara
Schaffer Bacon, 2013. Based on Animating Democracy’s 2013
Funder Exchange hosted by the Nathan Cummings Foundation,
this report summarizes discussion regarding concrete approaches
and measures funders are using to understand the impact of arts
and social change investments. Features evaluation case studies
by the Crossroads Fund, J.W. McConnell Family Foundation,
Fledgling Fund, and Porch Light Initiative of the Mural Arts
Program, Philadelphia.
“Civic Engagement and the Arts: Issues of Conceptualization and
Measurement.” By Mark J. Stern and Susan C. Seifert, 2009. As
part of Animating Democracy’s Arts & Civic Engagement Impact
Initiative, and based on a literature review drawing from the social
sciences, humanities, and public policy, Stern and Seifert of the
Social Impact of the Arts Project, UPenn, suggest documentation
and evaluation strategies that artists, cultural and community
organizations, philanthropists, and public agencies could take to
improve the quality of knowledge about the social impact of arts-
based civic engagement work.
“High Points from the Los Angeles Evaluators Circle.” By Pam
Korza and Barbara Schaffer Bacon, 2016. Animating Democracy’s
second Evaluators Circle convened L.A.-based cultural leaders,
researchers, and evaluators to share evaluation projects, ndings,
and learning focused on how data analysis and evaluation are
informing decision-making with an emphasis on cultural equity as
a social justice goal.
“Shifting Expectations: An Urban Planner’s Reections on
Evaluating Community-Based Arts.” By Maria Rosario
Jackson, Ph.D. 2009. As part of Animating Democracy’s Arts &
Civic Engagement Impact Initiative, and based on research about
integrating arts and culture into concepts of healthy communities,
Jackson argues for a shift toward more realistic expectations
of social impact and evaluation of arts-based civic engagement
on the part of both practitioners and funders and provides
recommendations for practical ways of moving towards and
operationalizing that shift.
Articles & Reports
The Continuum of Impact was developed in 2010 as
part of
Animating Democracy’s Impact Initiative with
support from the W.K. Kellogg Foundation. Animating
Democracy co-directors Pam Korza and Barbara
Schaffer Bacon shaped the Continuum based on
analysis of common social outcomes reported for
arts-based civic engagement projects and additional
research and valuable feedback contributed by
Suzanne Callahan of
Callahan Consulting for the
Arts and Chris Dwyer of RMC Research.
The Continuum is used for evaluation planning
and evaluating projects and organizations that
are intentional in connecting arts and community
development, civic engagement, and social change,
as well as by cultural organizations that wish to
consider how their work is contributing to social or
civic change. The Continuum has been incorporated
into college, university, and training program curricula.
We encourage you to copy pages and use and adapt
the worksheets in your work. Please add the following
credit when sharing broadly:
From the
Continuum of Impact, created by
Animating Democracy, a program of Americans for
the Arts, 2017.
Animating Democracy provides training and consults
with practitioners, funders, and policy makers in
areas related to designing, implementing, funding,
and assessing arts and civic engagement and social
change work. We also conduct research that informs
eld leaders in their efforts to connect arts and
culture to community, civic, and social change. For
information contact:
Launched in 1999, Animating Democracy is a program of Americans for the
Arts that works to inspire, inform, promote, and connect arts as a contributor
to community, civic, and social change.
Americans for the Arts serves, advances, and leads the network of
organizations and individuals who cultivate, promote, sustain, and support
the arts in America. Founded in 1960, Americans for the Arts is the nation’s
leading nonprot organization for advancing the arts and arts education.
© Americans for the Arts, 2017
Americans for the Arts
1000 Vermont Ave., NW, 6th oor
Washington, DC 20005
www.AmericansForTheArts.org
www.animatingdemocracy.org
With support from:
