Extension
It Starts With Us
Developing Youth Leadership and Communication Skills
Developing Youth Leadership and Communication Skills (4-H)
Christy A. Martin, Sherri A. Coffey
Communications and Expressive Arts 4-H Core Curriculum
Leadership 4-H Core Curriculum
Basic leadership and communication skills are essential for success in almost all careers. The skills associated with leadership and communication are necessary when working in a group. By assisting in the development of leadership and communication skills in today’s youth, we improve their ability to face the challenges of tomorrow. When young people have confidence in their leadership and communication skills, they are more likely to accept new responsibilities.
Youth will serve as teen and adult leaders in 4-H and in the community.
Youth will identify and address critical issues that impact the community.
Youth will become productive, contributing adults.
Youth will use leadership and communication skills needed to be successful in the workplace.
Youth share the elements of the music, dance, drama, and/or visual arts with their community.
Youth become more comfortable sharing their thoughts with others.
Youth develop into competent, capable, contributing adults as important developmental assets are met through their participation in the 4-H Leadership, Communication, and Expressive Arts programs.
Youth will demonstrate leadership, teamwork, and communication skills in their daily life.
Youth will utilize leadership skills learned from 4-H clubs, activities, and other venues with 4-H and other community and school clubs.
Senior 4-H members will assist or become leaders of 4-H project clubs and day camps and mentor younger 4-H youth.
Youth will engage in community-based service projects.
Youth write and present a speech or demonstration to their family, school, and/or county qualifying event.
Youth increase their confidence in presenting in front of groups.
Youth use their communication skills to assume leadership roles in 4-H or other clubs/organizations.
Youth apply elements of music, dance, drama, and/or visual arts in creating and performing.
Youth will learn basic parliamentary skills to run a meeting.
Youth will increase their knowledge about leadership and communication.
Youth will be able to identify positive and negative leadership characteristics.
Youth will acquire decision-making skills.
Youth will gain an appreciation for service learning/civic engagement.
Youth will learn to set SMART goals.
Youth will learn to listen to other perspectives of issues.
Youth will research, outline, write, and/or present a speech or demonstration to a group or qualifying speech/demonstration event.
Youth can identify key elements of music, dance, drama, and/or visual arts.
Outcome: Youth learn to write a speech or demonstration
Indicator: Youth write a speech/demo with an opening, body, and closing
Method: post-program survey; conversations with volunteer leaders
Timeline: conclusion of program
Outcome: Youth present a speech or demonstration in front of a group
Indicator: Youth present a speech or demo in front of a group
Method: observation and discussion with volunteer leaders
Timeline: throughout and at conclusion of program
Outcome: Youth set a goal and take steps to achieve the goal.
Indicator: 30% of you set a goal and make steps toward achieving it
Method: post-program survey
Timeline: end of program
Outcome: 4-H club officers learn basic parliamentary procedure.
Indicator: Club officers learn to lead meeting with minimal held from adults
Method: observation
Timeline: throughout year of club meetings
Outcome: Youth engage in a community service project.
Indicator: 30% of youth participate in a community service project
Method: observation of participation
Timeline: fall 2016
Outcome: Senior-age youth work with project club leaders to conduct 4-H programs.
Indicator: High school youth step up to mentor and teach younger youth
Method: discussion with volunteer leaders
Timeline: throughout each respective clubs’ year
Outcome: Youth participate in 4-H expressive arts projects.
Indicator: Youth gain knowledge in the various forms of expressive arts.
Method: observation; discussions with volunteer leaders; post-program survey
Timeline: throughout and at conclusion of program
Outcome: Youth display their talents from the 4-H expressive arts program to the local or online community.
Indicator: Youth arts projects are displayed at area businesses and events
Method: observation
Timeline: January – June
Outcome: Youth participate in citizenship and civic education
Indicator: 40% of youth value their citizenship in the United States
Method: post-program evaluation
Timeline: March 2018
Audience: Youth ages 9-18
Project or Activity: Teen leadership and community service
Content or Curriculum: Kentucky 4-H leadership curricula
Inputs: volunteer leaders, community
Date: throughout year
Project or Activity: Leader, officer, and member leadership development
Content or Curriculum: KY 4-H clubs handbook
Inputs: curricula; leader involvement
Date: September - May
Project or Activity: 4-H Camp
Content or Curriculum: 4-H camp handbook
Inputs: volunteer leaders, scholarship donations
Date: summer 2018
Project or Activity: Learning to set SMART goals
Content or Curriculum: 4-H leadership curricula
Inputs: youth participation; curricula; volunteer leaders
Date: throughout year
Project or Activity: 4-H speeches and demonstrations
Content or Curriculum: Kentucky 4-H communication curriculum
Inputs: judges, teacher-leaders, facilities
Date: January – March 2018
Project or Activity: 4-H written communication
Content or Curriculum: 4-H communication curricula
Inputs: youth involvement; volunteer leaders; guidelines
Date: November 2017-January 2018
Project or Activity: 4-H expressive arts
Content or Curriculum: 4-H expressive arts curricula
Inputs: volunteer leaders, art materials, funding
Date: January & February 2018
Project or Activity: 4-H photography
Content or Curriculum: 4-H photography curricula
Inputs: youth participation; volunteer leaders and judges; community resources; website; social media
Date: throughout year
Project or Activity: 4-H Citizenship Education
Content or Curriculum: Kentucky 4-H Citizenship Curriculum
Inputs: youth participation; volunteer leaders and judges; community resources; website
Date: September 2017-March 2018
Author: Christina A. Martin
Major Program: Leadership 4-H Core Curriculum
The Russell County 4-H program collaborated with Russell Springs Elementary School to present a program on goal setting to approximately 100 fourth grade youth. Antione de Saint-Exupéry said, “A goal without a plan is just a wish.” In most all 4-H programs, youth learn to set goals, work toward them, and then evaluate their success. Goal-setting helps 4-H members complete projects; the 4-H record book has been the gold standard for many decades to help youth
Author: Christina A. Martin
Major Program: Leadership 4-H Core Curriculum
The Russell County 4-H program collaborated with the Russell County School System to provide a citizenship program to approximately 220 fifth grade youth. Citizenship education increases the likelihood of engagement in community education and community service as well as the understanding of the political process. During the 4-H club meetings, youth were introduced to the concept of a citizen, the qualities of a good citizen, American flag etiquette, American flag folding, and the embl
