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Artology 2012 Final Report Final Report

Final Report


Artology Staff Tyra Jackson, Program Coordinator Jamaine Smith, Education Director Kathryn Walker, Administrative Intern Alexis Kiesel, Lead Science Teacher Elizabeth Latham (Violette de Mazia Foundation), Lead Art Teacher


Table of Contents: Summary Narrative


 Who We Served


 How/What We Learned


 Where We Traveled


 Special Moments


 Growth Highlights


Attendance & Pre-Post Test Highlights




Staff Structure


Outcome List


Student Survey Summary



Summary Summer 2012, the sixth session of Artology, was a summer of new beginnings for the Artology program: o Artology was lead by an entirely new leadership team including its Program Coordinator, Education Director, and Lead Art and Science Teachers. o Artology formed a new partnership with the Violette de Mazia Foundation. The de Mazia Foundation’s mission is to promote, teach, study and advance the aesthetic philosophy theories and experiential educational methods of art appreciation developed by John Dewey, Albert C. Barnes and Violette de Mazia. Our new Lead Art Teacher, Elizabeth Latham (see photo to the right), came to us from the de Mazia Foundation. o For the first time, Artology ran sessions for 4th-5th Graders and 6th-8th Graders simultaneously! This allowed both age groups to receive five weeks of programming as opposed to the traditional three weeks! This year we hired 3 Junior Leaders (High School students) as youth staff who worked in the kitchen and as classroom assistants for the Lead Teachers. Chris, who started working with Artology in 2008 returned as an Associate Junior Leader. Autumn, who attended Artology for three years and Joshua, who attended Artology in 2011 were first year Junior Leaders. We also continued our relationship with the Bridging the Gaps program with four interns from Drexel University (see photo the left). We maintained our partnership with the Second Baptist Church of Germantown who has provided the physical space for Artology since its


inception. Who We Served Artology 2012 served 34 (20, 6th-8th Graders and 14, 4th-5th Graders) students who were: o 50% female, o 50% male, and o 94% African American. 76% of students came from families at or below Federal Poverty Level or from lowincome households. 29% of students were coping with homelessness. 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! 43% of participants were returning students from previous years. 55% of students had perfect or near perfect (only missing one day) attendance. How/What We Learned (Curriculum/Theme) The program was based on the over-arching theme of “Fire and Ice (Hot and Cold)”. This theme provided many opportunities for learning in each of our skill development areas (Artistic, Scientific, Spiritual/Character, and Academic). Hence, to provide Artologists with many interesting, educational, and fun experiences, each week of the program was split into sub-themes influenced by “Fire and Ice”: Week 1: The Five Senses Our introductory week in which students learned how to use their five senses with intention in the lab, outside during field work in one of our local parks, or other field work sites! Artologists learned how to use instruments such as the microscope as well as understand the correlation between the magnification of a microscope and that of a digital camera as they tried their hand at macro or ZOOM photography!


Week 2: Our Surroundings Artologists ventured out into various field work sites within Philadelphia to explore the origin of the land that holds up their great city. Artologists learned how the land was shaped by fire and ice, their potential impact on their environment, as well as create art pieces inspired by rock formations and the work of legendary artist Paul Cezanne. Week 3: Space Artologists moved beyond the familiarity of Philadelphia and focused their sights above on our vast Solar System. Students received a fun, hands-on introduction to space research and planets of Fire and Ice during a trip to field work site Franklin Institute. Students then capitalized upon their newly found knowledge by creating their own galaxies using the “Suminagashi” technique, as well as participated in a newly created game of “Space Ball” in which students were planets in orbit who had to dodge incoming asteroids and meteorites. Week 4: Deep Sea From high above to down deep below, Artologists explored the still largely unknown depths of the Deep Sea. Students learned about adaptation and how deep sea creatures use adaptations to survive in the extreme cold of their deep sea environment. Students had the opportunity to create their own deep sea creature and participate in a Bioluminescence Party. Week 5: Survival The last week of Artology, Artologists were thrust into survival mode. Artologists traveled to field work sites such as Liberty Science Center to review many of the things they learned in previous weeks and the Wissahickon Environmental Center to learn how to build a fire and use a map and compass in order to navigate through the woods. Artologists learned basic first aid skills, how to effectively use both fire and ice to survive, team work, how to act in an emergency situation, and participate in a cumulative event of fun, sharing, and recap.


Where We Traveled  Cliveden Park - students learned how to use their five senses intentionally through the use of magnifying glasses, “bug vacuums”, and scientific field kits.  John Heinz National Wildlife Refuge at Tinicum –

students explored the land as habitat to local wildlife

 Philadelphia Magic Gardens - students explored the

work of Artist Isaiah Zagar, learned how to make mosaic art, and created clay tiles. This was a part of the Garden’s “Visionary Visits” program which allowed the Artologist to visit for free.  Philadelphia Museum of Art – students engaged

in an Art Hunt which prompted them to find works by Artists such as Cezanne.

 Franklin Institute– students received a great

introduction to Space via the “Space Command” exhibit as well as viewed the “Wildest Weather in the Solar System” movie. Students also viewed exhibits on the cardiovascular system.

 Penn Museum – students went on a hunt for symmetrical and asymmetrical art work.  Camden Adventure Aquarium – students enjoyed

walking through the various exhibits and learning more about deep sea life.

 Liberty Science Center – students viewed exhibits

that covered all of the program sub-theme areas. Students also practiced their survival skills by going through the outdoor “Wildlife Challenge” course.

 Wissahickon Environmental Center – students

learned survival skills (how to build a fire, the “STOP” method, etc.) and how to properly use a compass and orienteering map. Students then used these skills to navigate through a course in nearby woods.


Special Moments: Bridging the Gap Interns presented Career Seminars to Artologists once a week for the duration of the program. Topics included careers in the Performing Arts, Medicine, and Art. Bridging the Gap Interns also presented an Oral Health presentation with supplies from Penn Dental. Students received a package with a brand new tooth brush, toothpaste, dental floss, and dental health pamphlet. Parents received brand new tooth brushes and tooth paste as well. Bridging the Gap Interns gave an interactive, musical presentation on Cardiovascular Health. Artologists were led in an activity which used Djembe drums to replicate the sound of a normal heartbeat and that off someone experiencing a Heart Attack. Continental Bank helped Artology Leadership surprise the Artologists with free Ice Cream Sandwiches! 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 the day’s learning. They said the drumming made them feel…:  “Important and it forced me to interact with different people improving my time here.  “More awake and more energized”  “GREAT!!!!!!”


bodies for

Philadelphia Museum of Art Exhibition Artology continues its partnership with the Philadelphia Museum of Art with work from Artology students on display in their Community Partnership Exhibition!


Growth Highlights: • Significantly increased family contribution 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 of 34 students all in one session was $2,952. Compared to $3,444.50 in 2011 for a total of 60 students in two sessions. o

• Increased percentage of returning students o

Percentage of returning students increased by 1%, from 35% in 2011 to 36% in 2012

• Positive shift of staff structure o de Mazia donated 1 new art teacher to Artology o

There were three consistent volunteers for the entire five weeks of Artology.

Chirs Gudger; a Junior Leader of 5 years, was promoted to Associate Junior Leader, giving him the opportunity to develop his leadership skills. o

• Increased Artology community volunteer base o




Artology had one weekly volunteer group leader from Second Baptist Church of Germantown, who donates our program space For the first time we had an Artology parent serve as a volunteer Van Driver Our parents donated healthy food and drinks to our end of camp celebration For the first time ever, one of our generous partners from de Mazia participated and donated food to our end of camp celebration..


Pre/Post Test

BuildaBridge continued to collect 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 the 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? Pre-Post Test Results Highlights: Of 34 students, 20 students took both pre- and post-tests (13, 6-8th graders and 7, 45th graders). Pre and Post test results show that 75% of students demonstrated overall positive change with an average positive change of 7.5%. The highest and most significant increases were in science and art knowledge with the highest increases in science knowledge for both groups. Examples: 580% increase in listing Animal Adaptations 200% increase in labeling the parts of the microscope Average Positive Change:

ALL 6-8th 4-5th

Overall % Positive Change

% Positive Change Science knowledge

% Positive Change Art knowledge

7.5% 6.34% 15.76%

47.04% 84.68% 56.44%

32.5% 41.75% 4.72%


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 4-5 I feel like I am part of a supportive community. It is important for me to do well in school. *I set high goals for myself in and out of school Doing well in school will help me achieve my dreams for the future. I feel like I have a positive impact on my community. I like to help other people, even if it is hard work. *I am confident that I can handle future problems *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 Grades 6-8 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) I set high goals for myself in and out of school 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

Attendance: Program: Target Registered Attended Avg. Daily Attend


6-8 Grades

4-5 Grades Notes

30 39 34

15 24 20 18*

15 15 14 12*





Returning Students





*Combined total attrition of 7 students after week 1 Near Perfect = only missed 1 day

Demographics Demographic information was collected through participant applications and attendance records. Ethnicity information was optional and provided by 34 Artology applicants Student Participants: Gender: # students 4-5 grades

Female 7

Male 7

# students 6-8 grades Total (34 students) Percentage

10 17 50%

10 17 50%


# of Students Percentage of 34 respondents Income: Federal Poverty Line # Students Percentage of 34 Homeless # Students Percentage of 34

African American 32

Asian/Pacific Islander 0







Other/ Multiple 0




100% or less

200% or less

300% or less

300% plus

12 35%

4 12%

5 15%

3 8%

10 29%

Age: # of Students Percentage of 34

Age 6 0 0%

Age 9 5 15%

Age 10 8 24%


Age 11 8 24%

Age 12 7 20%

Age 13/14 6 17%

Staff Structure Staff Numbers Report 2007 2 3 5

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


2008 4 6 5 2 10

2009 4 5 5 3 8

2010 6 6 6 3 5

2011 6 4 4 1 7

Donated Paid by The Violet de Mazia Art Foundation

2012 4 2 4 1 2 1







Volunteer Total Hours: 2011 Donated Paid 2011 Volunteer 2012 Donated Paid (5) 2012 Volunteer

BTG 880 Interns 390 BTG (4) 960

Other 589

Total 979


1280 520

de Mazia (1)

320 200

Structure: Administration:  Program Coordinator  Education Director  1 Intern Teaching:  2 Full time Lead Teachers (Art and Science).  4 Group Leaders per day (4 Bridging the Gaps Donated Paid Interns from Drexel School of Medicine and Creative Arts Therapy Programs)  2 Volunteers


Driving and Food Service:  1 Van driver  3 Junior Leaders (High School Students)  1 Catering company providing lunch and afternoon snack daily

Outcome Goals Outcome Indicators 1. 80% of students will  55% of students had perfect or near perfect (only missing one day) experience awakened attendance curiosity and increase  4th– 5thth graders showed significant change in 3 out of 7 “Internal internal motivation toward Locus of Control Questions” on the Pre/Post Test (See page 11) learning (Internal Locus of  Both age groups showed significant change in Pre/Post Question: Control). • “ I have very little control over what the things that happen to me”  From Parents: • ““She was very excited to attend camp every day. She said there was never a dull moment.”  From Students: On [Frank Kupka’s Disks of Newton (study for “Fugue in two colors”)]… “it challenges my imagination.” 2. 100% of students will  75% of students who took both the pre- and post test showed an overall increase artistic skill and positive change with an average change of 7.50% knowledge in the  100% of 4th-5th grade students showed improved test scores with a sciences. (Help students 15.76% average positive change. meet the Pennsylvania  39.77%was the average positive change for Art and Science knowledge Academic Standards for the arts and sciences)  From Students: • “My favorite classroom projects were making the made-up fishes and looking at things close up in the microscope.” • “After viewing the film Wildest Weather of the Universe at the Franklin Institute a camper exclaimed: “That was amazing! I want to go to triton!” 

From Parents: • “i. “He was interested in science and greener options.”


4. 100% of students will increase awareness of, familiarity with, and safe practices within local Philadelphia Parks and natural environments. 5. 75% of students will increase life wisdom, understand choice consequence, and decrease acting out behaviors.

4th-5th Graders showed significant change in: • “Philadelphia has lots of green parks and I know where they are”

4th – 5th Graders showed significant change in Pre/Post Question: • “ I believe in standing up for what is right, no matter what other people think”  100% of students earned at least one reward as a result of the gems consequences and rewards system  From Students: • “The drum circle made me feel important and it forced me to interact with different people, improving my time here.” • “I would return to Artology next summer because they were like a family to me.” 

From Parents: “My Child…” • “…exhibited a greater awareness of himself and how his actions influence others. “ • “…learned how to get along better with others.”  “…is more disciplined.” 

“She is able to make herself feel comfortable where ever she goes and meet new friends!! She is so versatile! “

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

Grades 6-8

Grades 4-5


16 respondents

7 respondents

23 of 30

3.1 3.25 3.75 4.00 3.19 4.0 3.47 4.56 4.5

3.5 4.3 4 4.7 4 4.5 4.2 3.6 5.00

3.21 3.5 3.5 4.19 3.43 4.19 3.65 4.3 4.63




Field Trips Cliveden Park

John Heinz National Wildlife Refuge at Tinicum Philadelphia Magic Gardens Wissahickon Creek (Rock Formations) Philadelphia Museum of Art The Franklin Institute The Penn Museum Camden Adventures Aquarium Liberty Science Center Wissahickon Environmental Center (Orienteering Course)


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

44% 25% 31% AGREE

80% 20% 0% AGREE

52% 24% 24% AGREE

50% 69%

100% 100%

63% 77%

3.90 3.69 4.19 4.13 4.25 4.00

4.75 4.66 4.25 4.25 4.75 4.6

4.05 3.84 4.2 4.15 4.35 4.11

3.9 3.69 4.19 4.13 4.25

4.75 5 4.2 5 4.75

4.35 4.19 4.24 4.5 3.90




4.25 3.94 4.25 4.38 3.94 4.00 4.06 3.93

4.25 4.6 5 4.75 4 4.25 5 4.5

4.1 3.95 4.38 4.2 4.19 4.25 4.32 4.10

3.7 4.06 4.06 4.47 4.26 4.2 3.62

4.66 4.83 4.6 4.6 4.5 5 4.3

4.05 4.29 4.28 4.52 4.33 4.42 4.00

44% 38% 19%

67% 33% 0%

50% 36% 14%

Artology Food Service Staff/Jr. Leader

Preparedness Availability Helpfulness Knowledge Friendliness Enthusiasm Artology Group Leaders:

Preparedness Availability Helpfulness Knowledge Friendliness Enthusiasm Artology Lead Teachers:

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


Comment Responses: 6th – 8th Grade           

             Art         

4th-5th Grade

Favorite Part of Artology I really like when we got to go to the Aquarium (2)  Trips, friends, fun. Hanging out with new people (2)  HAVING FUN! Basketball/Trips  Making new friends and playing Ninja and the water balloon fight. Seeing my favorite leaders everyday  Learning about new things and playing Basketball. The amount of trips we went on every week  Making new friends and Art. The trips (2) Playing Ninja Is that we learn new games, new stuff, etc. Hanging out and playing piano Hanging out and playing basketball The Ice Cream [from Continental Bank] and meeting DJ Tizz. Drum Circles made me feel… happy (2)  Woken up Awake, more energetic  Relaxed Excited  Happy, enthused, less tired. Awake and sometimes relaxed  Great More awake in the morning and I liked it  Good. More awake and more energized  Happy Important and it forced me to interact with different people improving my time here. Tired sometimes or happy …fantastic and good. Great!!!!! Okay, I guess. It was not that exciting and it was too loud in the morning. Left out.

The [Moss] Mural Superhero (2) [Origami] Fire Ball Painting Making the made up fishes (2) [Ice] Cubes The Solar System The Origami Making the mountains

Favorite Classroom Activities Art  Making fish (2)  Moss Milkshake  The Moss Birds  The Last Day Science  Making hills  Making Mountains (2)  Everyday

Science  The Milk Thing  Erosion


      

Making the Solar System (2) Microscopes! (2) Making the earth The Marshmellows [Adaptation Activity] The Plants Science The Planets

         

I didn’t have one Describing pictures Explaining my thoughts Writing the journal When it was senses week Drawing Being Creative with it None (2) How I feel Nothing (2)

          

I don’t know They are ok I wouldn’t Write better More fun things to write about More space to draw pictures “Funner” More exciting No Nothing Leave it out.

Enjoyed Most about Journals  Writing my favorite things that happened  Drawing (3)  I do not know.

Improve Journals?  More Science  Let kids write about their day.  I do not know.

Do you want to return to Artology next year? Yes Yes  I’ve had so much fun and want to do it again.  Because it was fun (3)  I love what I do at Artology  Because it gets better every year.  Because we learned things and we did a lot of fun No things  Because I’ve been going for the past 3 years and it’s Maybe always been a great experience.  Sometimes it’s a little boring  Because they really were like a family to me.  Because it’s fun, you get to play, learn new things, make new friends, etc. No  “because” (2)


Maybe  I like it, but I don’t know  I might want to try a new camp  I would work here next summer as a Junior Leader, but that’s it.                 

Ways to improve Artology I don’t know (2)  Add more Art. (2) It is very fun  Better lunches. Better food (2)  Take more trips. Do less talking  By stop touching other people. Do the talent show every year.  I do not know. More trips just for fun. Legos. Staff Nothing I would improve Artology as the best camp in the whole world. I would improve it by going swimming What else is on your mind about Artology? NOTHING (5)  Nothing. How to make a bow and arrow  Swimming trips. No things  …going to Six Flags [Great Adventures]. How fun the other kids are. Wonderful.  Good. What kind of trips do you want to go on?  I do not know. Why are people at Artology always yelling at us?


2012 Artology Final Report  

Read all about the Artology Summer Program for 2012.

2012 Artology Final Report  

Read all about the Artology Summer Program for 2012.