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Artology 2011 Final Report

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Table of Contents: Summary Narrative Summary Highlights

3 (Attendance and Pre-Post Tests)

6

Demographics

10

Financials

11

Staff Structure

13

Outcome List

14

Student Survey Summary

15

Personal Statements

21

(Parent Interviews and Student Quotes)

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Summary Summer 2011 was Artology’s fifth year providing high quality, integrated learning in art and science to middle school youth in Philadelphia. The focus this year was “Earth” as a theme of exploration. We pursued an interdisciplinary study of local geology, landforms, and sustainable building and growing initiatives. We continued to expand our community partnerships, putting up two public art installations with neighboring organizations in addition to our culminating exhibition at the Philadelphia Museum of Art. We maintained our increased participation levels close to those of 2010 at 55 students. This summer, 35% of participants were returning students from previous years and 55% of students had perfect or near perfect (only missing one day) attendance. Artology served students who were: 56% female, 44% male, and 81% African American. 82% of students came from families at or below Federal Poverty Level or from lowincome households. 31% of students were coping with homelessness, which is 6% higher than our 2010 statistics. Artology is offered on an income based sliding scale, and many of our students would not be able to attend this quality of summer programming otherwise! Our Pre and Post test results show that 93% of students demonstrated overall positive change with an average positive change of 19%. The highest and most significant increases were in science and art knowledge. Also, 4th and 5thth graders showed significant change in 5 out of 7 “Internal Locus of Control” Likert scale questions.

At Artology each day opens with a drum and dance circle. Students improvise and learn rhythms, songs and dances from around the world while getting a chance to release tension and energize their brains and bodies for the day’s learning. They said the drumming made them feel…:  “Good, and I let my feelings out in the drums”.  “Comfortable with the community”  “More open and I feel like it’s taking all my shyness AWAY!”

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Artology continues to be an inclusive learning opportunity welcoming and challenging 4th through 8th grade students at all stages of learning to engage with art and science through real world experiences. Our journey into the theme of “Earth” led us on at least three study trips a week to Philadelphia parks, gardens and museums. Some favorites were:  East Falls Glass Studio - students learned the basics of melting and blowing glass

 Mill Creek Urban farm – students took an interactive tour of crops, compost, straw bale building, a green roof,        

clay oven and bee hive all in a West Philadelphia neighborhood Abington Art Center - students explored contemporary sculptures built to decompose into the natural landscape Wissahickon Creek – students hiked through Fairmount Park opened their eyes to local rocks, minerals and landforms The National Liberty Museum – students made connections between liberty, compassion, and glass art Wagner Free Institute of Science - a nineteenth century science institute that taught about the rock cycle Chemical Heritage Foundation - cutting edge technology brought the periodic table of the elements to life John Heinz National Wildlife Refuge at Tinnicum – students explored the land as habitat to local wildlife Philadelphia Museum of Art Sculpture Garden – students learned about the intersections between sculpture, architecture and natural landforms The Rowe House – students planted terrariums at a historic Germantown home

The two major projects of the summer were public art installations – one at the historic Cliveden House of Germantown in which the 6th-8th graders showcased soil layer paintings and “glass vines”; and a second at the nearby Awbury Arboretum in which the 4th -5th graders built a “living wall”, installing their clay flower sculptures together with living flowers on vertical panels. These pieces brought together principals that Artologists had been synthesizing in their science and art classes, reinforced by field study trips. Both groups got a chance to showcase their work in a public forum, and to be celebrated as contributors to the community.

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Peer mentorship and leadership opportunities are integrated into the structure of Artology. One of these traditions is the “Student leader” experience. These students are exceptional 6-8 graders that are invited back for the second camp session to help with the younger group (grades 4-5). This year had so many strong applicants for student leader that the structure was adjusted to allow 7 deserving 6-8th graders the chance to experience a one week leadership position at Artology. One of our first time student leaders was a veteran Artologist who is on the Autism spectrum, for whom Artology has been his first mainstream educational experience. Being a student leader enhanced his professionalism, communication skills and leadership potential. He also excelled in drum circle as a song leader and vocal percussionist.

Junior Leader at work!

This year we also hired 2 Junior Leaders (High School students) as youth staff who worked in the kitchen and as classroom assistants for the teaching artists. Chris, who started working with Artology in 2008 and has been participating in Student Leader in action! Buildabridge programming since 2007, was a Junior leader for the second year in a row. Jalil, who attended Artology in 2009, joined us as a student leader for the first time. We were also fortunate to have Matt, a long time Artologist and past student leader, be a part of Artology 2011, giving 30 hours a week.

Our culminating art show and reception at the Philadelphia Museum of Art continues to be a strong part of the Artology tradition. This year the celebration began with refreshments at the Second Baptist Church, followed by self-guided tours of the Philadelphia Museum of Art, an art activity in the museum’s educational wing, and concluding with the award ceremony. The award ceremony included” blessing” statements written by the staff acknowledging the growth and contribution of each student, a drum circle, and inspirational words from a guest speaker. For the second year in a row the presentation room was packed with guests. BuildaBridge is planning with the museum to hold next year’s reception in the amphitheater to accommodate the growing crowd of family and supporters. This year the exhibition of student artwork was in the education wing of the Philadelphia Museum of Art for a full two months! The positive feedback from students and families, and the high number of returning participants encourages us to keep coming back with a stronger program each year.

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Growth Highlights: • Increased community installation partnerships o

BuildaBridge built on the success of last year’s community art installation and had two outdoor community art projects, partnering with the historic Cliveden House of Philadelphia and the Awbury Arboretum

• Significantly increased family contribution o

While maintaining an income-based sliding scale, we increased family contributions this year, strengthening community investment in the program. Family contribution through registration fees and tuition for 2011 was $3,444.50, compared to $1775.00 in 2010 – an increase of 94%!

• Increased percentage of returning students o

Percentage of returning students increased by 12%, from 23% in 2010 to 35% in 2011

• Increased Artology community volunteer base o

For the first time, Artology had two weekly volunteer group leaders from Second Baptist Church of Germantown, who donates our program space

o

For the first time we had an Artology parent serve as a weekly volunteer group leader

o

One of our alumni volunteered up to 30 hours a week with Artology!

• Increased partnership with Philadelphia Museum of Art for final exhibition o

Artologists’ artwork was displayed in the museum’s education wing for a full two months!

o

All families present at the exhibition received free admission to the museum of art for the day, and an all-ages art activity was provided by museum staff in the educational wing.

o

The Philadelphia Museum of Art conference room was packed with over 200 students, family, friends, staff, and public.

o

We are planning to hold next year’s reception in the museum’s auditorium to accommodate the growing event!

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Attendance: Total Program: Target Registered Attended Avg. Daily Attend

6-8 Grades 4-5 Grades Notes

60 61

30 32

30 29

55

32 24*

23* 21*

Perfect/Near:

55%

44%

65%

Returning Students

35%

44%

26%

Art Show: Student attendance Families of Students

54% 54%

43% 43%

65% 65%

*Plus 7 (6-8 grades returning leaders) *Combined total attrition of 7 students after week 1 Near Perfect = only missed 1 day

100% of children who attended had family present

Pre-Post Test: BuildaBridge collects accurate and significant data about increases in science and art knowledge. We continue to refine the measurement of changes in attitudes and beliefs. The tests use likert scale, multiple choice, and open response questions to measure beliefs, attitudes and knowledge in the following areas:       

Community beliefs  o Ex. Do you feel you belong to a supportive community? Nature knowledge and attitudes o How comfortable are you with Nature? Environmental beliefs o How do you impact your Environment? Learning/School attitudes o How important is it for you to do well in school? Science knowledge Art knowledge Internal Locus of Control beliefs o How often do you do the right thing, even when it is hard?

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Pre-Post Test Results Highlights: Of the 55 students 42 students took both pre- and post-tests Twenty-three 6-8th graders and nineteen 4-5th graders (76% of students) 93% of tested students showed overall positive change from Preto Post Test

Average Positive Change:

ALL 6-8th 4-5th

Overall % Positive Change

% Positive Change Science knowledge

% Positive Change Art knowledge

19% 23% 15%*

40% 45% 35%

38% 51% 25%

*The differences in 6-8th grades and 4-5th grades is thought to be related to curriculum, test question level and fewer weeks of programming for grades 4-5.

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For the Likert Scale attitude belief questions, the following questions showed positive change: (*change appeared for both groups) Blue Highlight shows the cluster of “Internal locus of control� questions: Grades 6-8 *I believe that what I do every day can have an impact on the environment I often cut corners if I don’t like learning projects (data reflects decrease in cutting corners) *I feel like I can have a positive impact on my community *I believe in standing up for what is right, no matter what other people think

Grades 4-5 I feel like I am part of a supportive community I am afraid of bugs and being outside (data reflects decrease in fear of bugs and being outside) Pollution and the dirty environment affect my family and I I feel that it is my responsibility to help solve environmental problems in my community *I believe that what I do every day can have an impact on the environment I am willing to change my habits to help the environment I set high goals for myself in and out of school *I feel like I can have a positive impact on my community I have very little control over the things that happen to me (data reflects increase in feelings of control) *I believe in standing up for what is right, no matter what other people think I believe becoming a success is a matter of hard work, not just luck I am confident that I can handle future problems

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Demographics Demographic information was collected through participant applications and attendance records. Ethnicity information was optional and provided by 43 of the 55 Artology Students

Student Participants: Gender: # students 4-5 grades # students 6-8 grades Total (55 students) Percentage

Female

Male

15 16 31

8 16 24

56%

44%

Ethnicity:

# of Students Percentage of 43 respondents

Income: Federal Poverty Line # Students Percentage of 55 Homeless # Students Percentage of 55

African American 35

Asian/Pacific Islander 0

81%

0%

Hispanic

Caucasian

1

2

Other/ Multiple 5

2%

5%

12%

100% or less

200% or less

300% or less

300% plus

24 44%

21 28%

7 13%

3 5%

17 31%

Age: # of Students Percentage of 55

Age 6 1 2%

Age 9 13 24%

Age 10 10 18%

Age 11 19 34%

Age 12 5 9%

Age 13/14 7 13%

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Financials Funding Sources/Revenue: Source Grants

Received

Lincoln Financial Foundation Allen Hilles Fund City of Philadelphia DHS -SCOP Seybert Institute Douty Foundation School District of Philadelphia – HCI Awbury Arboretum Philadelphia Baptist Association (2nd Baptist Church of Germantown)

$5,000.00 $4,000.00 $4,500.00 $4,000.00 $2,000.00 $10,000.00 $500.00

Spent Remaining $0.20 $4,999.80 $0.00 $4,000.00 $3,916.67 $583.33 $0.52 $3,999.48 $0.21 $1,999.79 $0.06 $9,999.94 $0.00 $500.00

$550.00

$550.00

$0.00

$2,552.04

$2,552.04

$0.00

Subtotal $33,102.04

$32,517.72

$583.74

$3,444.50 $3,224.04 $11,682.06

$0.00 $0.00 $217.94

Invoice

PA Dept of Ed - Summer Food

Other Revenue

Registration and Tuition Fees (Family contribution) Other Donations Remaining Artology 2010 & 2010 BNY Mellon Grant

$3,444.50 $3,224.04 $11,900.00

Total $51,670.58 $50, 868.32 802.26*

Notes: 

Remaining Funds are the result of a late award of $4,500 from SCOP and funds only applicable to purchases made after July 1st. These funds will be used for the Artology reunion scheduled for February 2012. An additional $675 was anticipated from PA Dept of Ed summer food. Full eligible amount not reimbursable due to student attrition.

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Final Budget-Expense Report: (adjusted October, 2011) Personel Item General Operations Director Fiscal Marketing Director 2 Lead Teachers 2 Van Drivers 2 Junior Leaders

Budget $7,689.95 $6,048.00 $15,600 $4,137.5 $2,936.25

Spent $7,564.55 $6,293 $15,289.62 $4,066.34 $2,726

Remaining $125.40 -$245.00* $310.38 $71.16 $210.25

Taxes

$605.12

$1,746.45

-$1141.33

Subtotal

$37,016.82

$37,685.96

-$669.14

Item Transportation Field Trip Fees Science/Art Materials General Supplies T-Shirts Phone Printed Materials Meals/Snacks Reception Costs

Budget $2,350 $1,500.00 $1,500.00

Operations

Marketing

$1,500.00 $1,000.00 $40.00 $680.00

$4,675 $889 $450.00 $450.00

Spent $1,574.92 $957.00 $1,214.26 $1,633.06 $742.70 $20.00 $1,114.68 $4,469.23 $824.24 $383.74

Remaining $775.08 $543.00 $285.74 -$133.06 $257.30 $20.00 -$434.68 $205.77 $64.76

$1,000

$237.78 $10.75

$66.26 $212.22 $989.25

Subtotal

$16,034

$13,182.36

$2,851.64

Total

$53,050.82

$50,868.32

$2,182.5

Misc. Postage-Parking Assessment/ Documentation

Notes This Budget was reduced from an ideal budget of $80,000 - $89,000 that included:   

Additional lead Art and Science Teachers’ planning hours. Planning hours were cut from 20 hours to 10 hours for the month leading up to Artology  The Camp was shortened from a 7 week camp (4 weeks for 6th – 8th graders, 3 weeks for 4th – 5th graders), to a 5 week camp (3 weeks for 6th – 8th graders, 2 weeks for 4th – 5th graders) Administrative Overhead/Indirect costs of $5,081.93 were unpaid to BuildaBridge.

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Staff Structure Staff Numbers Report Full Time Paid Staff Part Time Paid Staff Donated Paid (BTG) Interns Volunteer Other Volunteers

2007 2 3 5 3 13

2008 2009 4 4 6 5 5 5 2 3 10 8 27

2010 6 6 6 3 5

2011 6 4 4 1 7

26

22

25

Volunteer Total Hours: 2011 Donated Paid 2011 Volunteer

BTG 743 Interns 390

Other 589

Total 979

Structure: Administration:  General Operations Director of Artology  Fiscal, Marketing and Reporting Director of Artology (Changed from previous years to a Co-Directorship structure) Teaching:  2 Full time Lead Teachers (Art and Science)  5 Group Leaders per day (4 Bridging the Gaps Donated Paid Interns from Drexel School of Medicine, 1 volunteer intern) Driving and Food Service:  2 Van/Bus drivers ( + 2 Alternates)  2 Junior Leaders (High School Students)  1 Catering company providing lunch and afternoon snack daily Mentoring:  Seven 6-8th grade student leaders for 4-5th grade session

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Outcome Goals Outcome

Indicators

1. 80% of students will experience awakened curiosity and increase internal motivation toward learning (Internal Locus of Control).

 

2. 100% of students will increase artistic skill and knowledge in the sciences. (Help students meet the Pennsylvania Academic Standards for the arts and sciences)

 

55% of students had perfect or near perfect (only missing one day) attendance 4th– 5thth graders showed significant change in 5 out of 7 “Internal Locus of Control Questions” on the Pre/Post Test (See page 9)  Both age groups showed significant change in Pre/Post Question: • “ I believe in standing up for what is right, no matter what other people think” From Parents:  • “It is a nice blend of fun and education so it enriches love for learning.” • “Our girls enjoyed both the academic and art component of the camp. They came home each day excited about what they had learned.” • “ …It causes them to learn in a way that is different than just being presented the facts.”

93% of students who took both the pre- and post test showed an overall positive change with an average change of 19%   39% was the average positive change for Art and Science knowledge   From Parents: • “ …we’ve had interesting discussions about geology and about specific facts in science” • “ I've noticed that Adin has a greater appreciation for Art, Nature and Science” • “ The fun interactive way they learned enforced the knowledge.  From Students:  • “I look at things more, more landforms, study things harder.” • “I learned how rocks are formed. • “The journal helps teach me about the Earth and gives me a chance to draw."

BOTH age groups showed significant change in Pre/Post Questions:  • I believe that what I do every day can have an impact on the environment • I know about environmental issues in my local community (Philadelphia) • I feel like I can have a positive impact on my community  From Parents: • “I noticed they (my child) wanted to take on more responsibility” 4. 100% of students will  BOTH age groups showed significant change in:  • “Philadelphia has lots of green parks and I know where they are” increase awareness of,  From Students: familiarity with, and safe • “(I enjoyed) Going to all the places I have never been before, and seeing new practices within local things. At the Wisahicon creek I usually just walk there, with Artology I got to explore Philadelphia Parks and and experiment. natural environments. • “The difference between Artology and school is that there was more learning outdoors” 5. 75% of students will  BOTH age groups showed significant change in Pre/Post Question: • “ I believe in standing up for what is right, no matter what other people think” increase life wisdom,  100% of students earned at least one reward as a result of the gems consequences understand choice and rewards system  consequence, and  From Students:  decrease acting out • “I feel artology gave me a chance to let my shyness leave” behaviors. • “(I feel) Free and it really released all of my stress”  From Parents: “My Child…” • “… grew in self-confidence and leadership skills” • “… was a little more mature, took more pride in his day”

3. 85% of students will increase Awareness of Environmental Issues and embrace Responsibility

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Student Surveys All scales are 1-5, 5 being the best.

Grades 6-8

Grades 4-5

ALL

25 respondents

21 respondents

46 of 55

3.64 3 3.92 3.88 3.8 4.84 3.84 3.44 N/A 3.48 3.92 3.52

4 3.24 4.33 4.05 3.80 4.52 3.68 3.75 3.76 N/A N/A N/A

3.82 3.12 4.13 3.97 3.8 4.63 3.76 3.6 3.76 3.48 3.92 3.52

4.16 3.24

N/A N/A

4.16 3.24

41% 50% 9% AGREE

53% 42% 5% AGREE

47% 46% 7% AGREE

60% 64%

72% 66%

66% 65%

4.26 4.09 4.21 4.39 4.39 4.35

4.2 4.3 4.25 4.15 4.55 4.4

4.23 4. 4.2 4.47 4.47 4.38

4.33 4.25 4.21 4.63 4.75

4.6 4.6 4.7 4.7 4.75

4.47 4.43 4.46 4.67 4.75

4.54

4.75

4.65

Field Trips Forbidden Drive Neighborhood Walk/Cliveden Park Abington Art Center Chemical Heritage Foundation/Museum of Art National Liberty Museum East Falls Glass Studio The Rowe House Wissahickon Rocks Tour/Hike Awbury Arboretum Art Installation Wagner Free Institute of Science Philadelphia Museum of Art Sculpture Garden Cliveden House John Heinz National Wildlife Refuge at Tinnicum Mill Creek Farm

Artology Rating Length of Artology was Not Long Enough Just Right Too Much Time Artology is More interesting than School Grades will improve b/c of Artology Artology Food Service Staff/Jr. Leader

Preparedness Availability Helpfulness Knowledge Friendliness Enthusiasm Artology Group Leaders:

Preparedness Availability Helpfulness Knowledge Friendliness Enthusiasm

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Artology Lead Teachers:

Preparedness Availability Helpfulness Knowledge Friendliness Enthusiasm Art Studio Rating Biology Lab Rating

4.30 4.35 4.35 4.74 4.43 4.70 4.50 4.20

4.65 4.7 4.7 4.65 4.65 4.75 4.84 4.21

4.48 4.53 4.53 4.70 4.54 4.73 4.67 4.21

4.19 4.62 4.55 4.30 3.95 4.19 4.37

4.53 4.47 4.42 4.68 4.42 4.42 4.78

4.36 4.55 4.48 4.5 4.19 4.31 4.58

52% 38% 10%

60% 30% 10%

56% 34% 10%

Artology Ratings vs Other Summer Programs Fun Got to Try New Things Learned a Lot Made Friends Felt Safe Emotionally Felt Safe Physically Overall Want to Return to Artology Next Summer:

Yes Maybe No

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Comment Responses: 6-8 Grades

4-5 Grades

What was your favorite part of Artology?

                

“Swimming in the creek, water balloon fight, and Cliveden House” “Meeting new friends and having fun”

“Drum circle” “Everything” (2) “Glass blowing” (2) “Being out in nature and exploring new things” “Watching people swim in the creek” “Last year” “Eating and going on trips and doing projects”

        

“Everything” (2) “The glass factory” “Everything…my favorite thing [of Artology] was seeing everyone” “Having fun in the creek” “Swim in the creek” “Glass trip and muffins” “It’s fun!” “Meeting new people” “Having fun”

“East falls glass” “Going to the creek” (2) “The creek swimming” “Hanging out with my friends” “Making a good friend like Tasia and seeing Josh and Samantha boo love at the table “My favorite part was having fun and letting my shyness go away. THANK YOU!” “Making new friends” “My favorite part of artology was going to the glass factory and doing the most art work out of everybody”

Drum Circles made me feel….

       

“Happy and excited to see all the kids dancing and having fun “Awesome” (3) “Happy” (5) “Free to express myself” “Last year” “Awake” “Sleepy” (2) “Good because everyone got to share things they thought”

   

“Happy and relaxed”

  

“Free”

“Bored”

       

“Comfortable with the community”

 

“Creative”

“Happy, inspired” “Happy and made my day always excited” “Free and it really released all of my stress” “Happy” (2) “Bored” “Excited and awake” “Like really, really happy. I had never played them, I never learned and now I feel proud of myself” “Ok”

“Awake” “More open and I feel like its taking away all my shyness AWAY!” “Had a headache” “Good, and I let my feelings out in the drums”.

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Favorite Classroom activities (Art and Science) Favorite ART Project:

      

Glass Clay flowers Painting glass (8) Living wall Painting (6) Glass vines Zen garden

Favorite SCIENCE Project:

     

Tectonic plate Milky Way experiment (9) Making Rock Candy (4) Crayon rocks (4)

Favorite ART Project:

    

Glass Clay flowers (3) Painting glass (3) Living wall Painting (3)

Favorite SCIENCE Project:

    

Tectonic plate Milky Way experiment (5 Pudding (2) Crayon rocks (2) Lava and the color of it Chocolate

Soil testing Animals Clay models

One Thing I enjoyed about journals:

        

“Coloring”

   

“The pictures in the back and the crossword puzzle”

“Drawing the face” “More sketch paper” “What did you learn?” “Nothing” (2) “The empty pages” “Coloring” “Doing the art”

      

“Doing every part of it” “First page” “Getting Journal of the Week” “Coloring”- (2) “Nothing”- (2) “Drawing”- (2) “Everything, I never did a journal before now I have!”

“I won twice and coloring and reviewing what I learned” “Going over what we learned” “The part where they told us to make a song” “Writing my feelings”

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How would you improve the journals?

             

    

“More neat” “Make them fun with less time” “Put more effort” “By not having one” “Put way more color”

“More activities, less questions” “None”- (2) “Color pens” “Write more” “Add more drawings“

“I’m not sure” “A lot” “More fun” “Giving better answers” “Not do them” “Make them more fun” “Less coloring” “I would color my drawings” “By trying harder”

Do you want to return to Artology next summer?… Yes:

Yes:

  

“Had lots of fun” / ”It’s fun” (2)

“Because I had fun going on trips, meeting people, and having special events.”

  

“Because I really love Artology” ”Because I really enjoyed it without having any problem”

“Because artology is fun and I learn a lot” “Because I don’t know” “Because artology is awesome”

“No” or “Maybe”

  

“Because I’m too old for camp”

     

“Because it was fun”.

“I like it but I don’t know if I will be coming back”

“’Cause it was very fun and I would like to do it again”

“Because it is the best camp in the whole world and it is fun. People are funny. I love my group and I love the camp”

 

“It is a great camp”- (2) “It’s fun”- (2)

“No” or “Maybe”

  

“Because my mom said I might not be able to” “It’s boring” “They owe me a pancake”

“It was ok” “Because I couldn’t go to the beach because I had to go to camp” “I don’t know” “Because I want to try different camps” “Because it’s just like school” “It is getting less fun”. “Some stuff that we did was fun but other times I was BORED”.

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Ways to Improve Artology

         

“More art!”

  

“Make it five weeks”

“Their cold food” “By having a little more free time” “Be more open” “Go on more different trips” “I wouldn’t” “Fun”

     

“More art!”

“Well if you could, would you tell more people about the camp and yes I will because I had a great time and I want more people to have a great time too”

“Nothing” “More trips” “No way because it is just the way I like it” “Do better next time” “Decorate it”

“Funner field trips” “Helping” “Go on better trips where we don’t have to learn about anything just have fun.” “I would take artology to amusement parks”. “Better snacks, and we should be able to listen to our I pods” “Getting out earlier”

What else is on your mind about Artology?

      

“Nothing”- (2) “Its way to soft” “I loved Miss Samantha and Katrina they were the awesomest”. “How does Ms Alesia keep smiling?” “Where is Miss Charlene?” “I feel artology gave me a chance to let my shyness leave and I opened girl came right inside of me and change me forever.”

  

“Can we have more art supplies” “Have more instruments” “Nothing”- (9)

“Dissection

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Personal Statements Parent Interviews: 1. Jarrett and Willie (Mother) Is Artology Important to you? Definitely, they look forward to it, and so does the family What changes in your child did you notice because of Artology? I noticed they wanted to take on more responsibility. After being selected for jr. counselor he was a little more mature, took more pride in his day. He was proud to be called “Mr. Jarrett” for the first time. What about Artology caused those changes? I think it’s the way they incorporate education and hands on experience, which the children enjoy. They retain things because of that. We were watching TV and someone on the show found a rock collection and they explored and named the kinds of rocks in the kit; the fun interactive way they learned enforced the knowledge. 2. Thea and Luke (Father) Is Artology Important to you? Yes it is, obviously meets needs for a quality camp in the summer when we work, and need childcare. It is a nice blend of fun and education so it enriches love for learning. We also appreciate the diverse kids with different backgrounds. We know it is well run and the staff has good values. What changes in your child did you notice because of Artology? They are more attentive to nature. We’ve had interesting discussion about geology and about specific facts in science. What about Artology caused those changes? The on-sight visits to glass factory or nature sites that leaves a strong impression on the children; it causes them to learn in a way that is different than just being presented the facts. 3. Maya and Zola (Father) Is Artology Important to you? We love Artology. It is a great community of children, staff, and parents. What changes in your child did you notice because of Artology? Our girls enjoyed both the academic and art component of the camp. They came home each day excited about what they had learned. They also grew in self-confidence and leadership skills. What about Artology caused those changes? The staff, which is exceptional, and the other children in the camp. My girls loved the camp, and we look forward to doing it next year.

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4. Adin (Mother) Is Artology Important to you? Yes. Artology is very important to me. I am very much grateful for the experiences Adin has acquired during this and last summer. What changes in your child did you notice because of Artology? I've noticed that Adin has a greater appreciation for Art, Nature and Science What about Artology caused those changes? Instruction from his teachers and counselors.

Student Quotes: Jarrett "To me, the Drum Circle is a way to express myself in all different kinds of ways" Samantha "My favorite part about doing the activities in our journals is being able to review what we've learned and drawing things we have done. The journal helps teach me about Earth and gives me a chance to draw". Autumn "I learned that the world has a lot of wonders right down to the soil. Before my session, I looked at soil as something you put plants in. But now, I see it as nutrients for plants and animals". Adin “The difference between Artology and school is that there was more learning outdoors…I learned more (about art) in Artology than in school; my art teacher wasn’t around much” Maya “It was cool to see our work displayed in the Art Museum, and it was nice to share it with friends and family” Thea “Artology is really fun, we worked with chocolate and pudding… we would never do that in school! Learning is funner at Artology, school they get right to the point”

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Artology Final Report 2011  

Artology celebrated it's 5th year of operation this summer, having served over 200 kids since inception in 2007.

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