PLATINUM2023

Artistic Dreams International

Create the world!

NEW YORK, NY   |  www.artisticdreams.org
GuideStar Charity Check

Artistic Dreams International

EIN: 45-2558520


Mission

To nurture youth K-12 to become creative world citizens that can transform their lives and the communities they live in, through the arts.

Ruling year info

2016

Principal Officer

Lillian Alonzo-Marin

Main address

2585 BROADWAY # 167

NEW YORK, NY 10025 USA

Show more contact info

EIN

45-2558520

Subject area info

Arts education

Youth organizing

Goodwill promotion

Population served info

Children and youth

Ethnic and racial groups

NTEE code info

Arts Education/Schools (A25)

Youth Development Programs (O50)

Promotion of International Understanding (Q20)

IRS subsection

501(c)(3) Public Charity

IRS filing requirement

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

Tax forms

Show Forms 990

Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

​ADI identifies with empowering and educating youth in New York City as we’ve done for the past 12 years. Through this time, we’ve witnessed students identifying as English Language Learners (ELL) and immigrants eager to explain their culture to their communities, while black and Latinx students are excited to learn more about their own cultures; especially with the influx of 70,000 immigrants in NYC in the first half of 2023. According to nyc.gov and data2go.nyc, 37% of residents in the areas we serve are foreign born, with 21% identifying as having limited English proficiency, and identifying as Latinx (40%) or Black (22%). ADI’s art education program benefits youth living under these circumstances by providing individual life skills and cultural enrichment; creating pride in their heritage and assisting them in assimilating to U.S. society.

Our programs

SOURCE: Self-reported by organization

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

Global Citizens Through the Arts Program

ADI offers program partners (public schools and public libraries in New York City and Mexico). Curricular options include Art and Empowerment, Art and Mindfulness, Art and World Cutures and Art and World Awareness. Class options in visual art, international chorus, art and technology, English (ESL), Art & Spanish and theater. Artistic Dream’s curriculum includes intensive arts access with life skills training, as well as global culture and awareness topics that create inclusive children who are proud of their own cultural heritage. Children exchange art and learn from each other while becoming multi-cultural. 60% of the students we serve are Latinx, while 40% are black. We work in neighborhoods where arts access is most needed in New York City and Mexico.

Population(s) Served
Children and youth
Ethnic and racial groups

Where we work

Our results

SOURCE: Self-reported by organization

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

Total number of classes offered

This metric is no longer tracked.
Totals By Year
Related Program

Global Citizens Through the Arts Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

ADI offered classes to 301 students in NYC consisting in Art & World Cultures. These workshops led to appreciation of students' own cultural heritage, a sense of inclusion and world awareness.

Goals & Strategy

SOURCE: Self-reported by organization

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

Charting impact

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

Goals:
1. Life skills & strengths: provide students with the skills they need to not just survive, but thrive in contemporary society through a growth mindset. To be an influence in society as a whole, promoting self-acceptance, inclusion and empathy among other socio-emotional strengths.
2. World Citizenship: for students to appreciate their own racial heritage and be able to solve community and world problems. For students to become culturally aware, promoting social justice while respecting cultures world-wide.
3. Build self-trust through free artistic expression: students learn the artistic decision-making process, which will assist decision-making throughout their life. Students feel a sense of accomplishment and freedom of expression that allows them to more fully accept and embrace themselves.
4. Knowledge and skills related to the visual arts: art history/ art disciplines / international techniques.

Our program focuses on empowering youth, while providing art education instruction as a way to achieve this in an educational and fun way.

Project Objectives achievable in 6 to 8 months:
1. Provide a curriculum that increases socio-emotional development and life skills.
2. Provide lessons that increase cultural awareness, global citizenship and a mindset of inclusion.
3. Engage children in hands-on activities and expose them to teaching artists that promote free expression, mindfulness and self-awareness to increase self-esteem.
4. Provide a curriculum that increases knowledge and curiosity in the theory and practice of the visual arts.

Project activities are to provide in person class weekly to each participating school for 26 weeks within their afterschool programs. Activities also include summer workshops.

Milestones: Pre evaluation, post evaluation, completion of Art and World Culture Curriculum, final exhibition and final teacher assessment.

​ADI is confident in our ability to continue successfully executing our project activities, while meeting our funder's expectations. We have been a proud grant recipient of the National Endowment for the arts since 2021; recipient of the New York State Council on the Arts since 2014; recipient of the New York City Department of Cultural Affairs since 2014; recipient of City Council discretionary funding since 2020; and recipient of multiple foundations and corporations such as the Tides Foundation, Annabelle Foundation and Black Baud. We have effectively put funds to use in NYC schools and NYPL branches at locations such as: George Bruce Library; Hamilton Grange Library; PS 36; PS 125; PS 153; PS 129; PS 161; PS/IS 210; P.S. 46; Thurgood Marshall Academy Lower School; Teachers College Community School; Columbia Secondary School, among others. We hold partnerships with The New York Public Library, Harlem Dowling West Side Center for Children and Families, and with the New York Police Athletic League. Classes have been delivered during the school day, after school and on Saturdays. In addition to providing programs to children in NYC, ADI provides classes to children at four schools in Mexico.

Our programs are overseen directly by the International Program Director and Founder/Executive Director, and implemented by our twelve to fifteen Teaching Artists (75% of which hold a Masters Fine Art or Arts Education). Our Director of Partnerships establishes and maintains communication with schools and community-based organizations, identifying new sites and providing support to existing programs. A Marketing Officer focuses on social media presence and our website.

During a DYCD visit during the 2020-2021 school year to one of our Harlem Dowling programs, their DYCD Program Manager observed an ADI class and indicated a positive, inspired and exciting experience. They provided valuable and positive feedback, while encouraging Harlem Dowling to continue with ADI arts education classes into the future.

Our international and New York City successes, showcase ADI’s capabilities to continue meeting funders' expectations. Our programs have been featured by CNN, demonstrating the way our programs inspire children to become worldly individuals who dare to dream and work on their goals and connections beyond racial or continental borders.

2011 - Year Founded and started first International Chorus at 14th Street church and later at George Bruce Library in Harlem and P.S. 11 in Queens
2014 - Mexico Program Begins at Llano Blanco village in Sonora, Mexico
2019 - Artistic Dreams reaches more than 4,000 students as milestone in service in New York City
2020 - Artistic Dreams creates the first virtual cultural exchange program with students from New York City, Mexico, Morocco, Chile and Kuwait.

How we listen

SOURCE: Self-reported by organization

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

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

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

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

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We share the feedback we received with the people we serve

  • What challenges does the organization face when collecting feedback?

    Staff find it hard to prioritize feedback collection and review due to lack of time

Financials

Artistic Dreams International
Fiscal year: Jan 01 - Dec 31

Revenue vs. expenses:  breakdown

SOURCE: IRS Form 990 info
NET GAIN/LOSS:    in 
Note: When component data are not available, the graph displays the total Revenue and/or Expense values.

Financial data

SOURCE: IRS Form 990

Artistic Dreams International

Revenue & expenses

Fiscal Year: Jan 01 - Dec 31

SOURCE: IRS Form 990 info

Fiscal year ending: cloud_download Download Data

Artistic Dreams International

Balance sheet

Fiscal Year: Jan 01 - Dec 31

SOURCE: IRS Form 990 info

The balance sheet gives a snapshot of the financial health of an organization at a particular point in time. An organization's total assets should generally exceed its total liabilities, or it cannot survive long, but the types of assets and liabilities must also be considered. For instance, an organization's current assets (cash, receivables, securities, etc.) should be sufficient to cover its current liabilities (payables, deferred revenue, current year loan, and note payments). Otherwise, the organization may face solvency problems. On the other hand, an organization whose cash and equivalents greatly exceed its current liabilities might not be putting its money to best use.

Fiscal year ending: cloud_download Download Data

Operations

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

Documents
Letter of Determination is not available for this organization
Form 1023/1024 is not available for this organization

Principal Officer

Lillian Alonzo-Marin

Artistic Dreams International

Officers, directors, trustees, and key employees

SOURCE: IRS Form 990

Compensation
Other
Related
Show data for fiscal year
Compensation data
Download up to 5 most recent years of officer and director compensation data for this organization

There are no highest paid employees recorded for this organization.

Artistic Dreams International

Board of directors
as of 06/24/2023
SOURCE: Self-reported by organization
Board of directors data
Download the most recent year of board of directors data for this organization
Board chair

Lillian Alonzo-Marin

Board leadership practices

SOURCE: Self-reported by organization

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

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Not applicable

Organizational demographics

SOURCE: Self-reported; last updated 6/22/2023

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.

Leadership

The organization's leader identifies as:

Race & ethnicity
Hispanic/Latino/Latina/Latinx
Gender identity
Female, Not transgender
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

Disability

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

Equity strategies

Last updated: 06/22/2023

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

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.