Artology Final Report 2011

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Artology 2011 Final Report

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Table of Contents:

Summary Narrative 3

Summary Highlights (Attendance and Pre-Post Tests) 6

Demographics 10

Financials 11

Staff Structure 13

Outcome List 14

Student Survey Summary 15

Personal Statements (Parent Interviews and Student Quotes) 21

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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 low-

income 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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Junior Leader at work!

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.

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

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.

Student Leader in action!

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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 6-8 Grades 4-5 Grades Notes

Program:

Target 60 30 30

Registered 61 32 29

Attended 55 32 23* *Plus 7 (6-8 grades returning leaders)

Avg. Daily Attend 24* 21* *Combined total attrition of 7

students after week 1

Perfect/Near: 55% 44% 65% Near Perfect = only missed 1 day

Returning Students 35% 44% 26%

Art Show:

Student attendance 54% 43% 65%

Families of Students 54% 43% 65% 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 Pre-

to Post Test

Average Positive Change:

*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.

Overall %

Positive Change

% Positive Change

Science knowledge

% Positive Change

Art knowledge

ALL 19% 40% 38%

6-8th

23% 45% 51%

4-5th

15%* 35% 25%

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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:

Female Male

# students 4-5 grades 15 8

# students 6-8 grades 16 16

Total (55 students) 31 24

Percentage 56% 44%

Ethnicity:

African

American

Asian/Pacific

Islander Hispanic Caucasian

Other/

Multiple

# of Students 35 0 1 2 5

Percentage of 43

respondents 81% 0% 2% 5% 12%

Income:

Federal Poverty

Line

100% or less 200% or less 300% or less 300% plus

# Students 24 21 7 3

Percentage of 55 44% 28% 13% 5%

Homeless

# Students 17

Percentage of 55 31%

Age:

Age 6 Age 9 Age 10 Age 11 Age 12 Age 13/14

# of Students 1 13 10 19 5 7

Percentage of 55 2% 24% 18% 34% 9% 13%

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Financials

Funding Sources/Revenue:

Source

Grants Received Spent Remaining

Lincoln Financial Foundation $5,000.00 $4,999.80 $0.20

Allen Hilles Fund $4,000.00 $4,000.00 $0.00

City of Philadelphia DHS -SCOP $4,500.00 $3,916.67 $583.33

Seybert Institute $4,000.00 $3,999.48 $0.52

Douty Foundation $2,000.00 $1,999.79 $0.21

School District of Philadelphia – HCI $10,000.00 $9,999.94 $0.06

Awbury Arboretum $500.00 $500.00 $0.00

Philadelphia Baptist Association (2nd Baptist Church of

Germantown) $550.00 $550.00 $0.00

Invoice PA Dept of Ed - Summer Food $2,552.04 $2,552.04 $0.00

Subtotal $33,102.04 $32,517.72 $583.74

Other Revenue

Registration and Tuition Fees (Family contribution) $3,444.50 $3,444.50 $0.00

Other Donations $3,224.04 $3,224.04 $0.00

Remaining Artology 2010 & 2010 BNY Mellon Grant $11,900.00 $11,682.06 $217.94

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 Budget Spent Remaining

General Operations Director $7,689.95 $7,564.55 $125.40

Fiscal Marketing Director $6,048.00 $6,293 -$245.00*

2 Lead Teachers $15,600 $15,289.62 $310.38

2 Van Drivers $4,137.5 $4,066.34 $71.16

2 Junior Leaders $2,936.25 $2,726 $210.25

Taxes $605.12 $1,746.45 -$1141.33

Subtotal $37,016.82 $37,685.96 -$669.14

Operations

Item Budget Spent Remaining

Transportation $2,350 $1,574.92 $775.08

Field Trip Fees $1,500.00 $957.00 $543.00

Science/Art Materials $1,500.00 $1,214.26 $285.74

General Supplies $1,500.00 $1,633.06 -$133.06

T-Shirts $1,000.00 $742.70 $257.30

Phone $40.00 $20.00 $20.00

Printed Materials $680.00 $1,114.68 -$434.68

Meals/Snacks $4,675 $4,469.23 $205.77

Reception Costs $889 $824.24 $64.76

Marketing $450.00 $383.74

$66.26

Misc. Postage-Parking $450.00 $237.78 $212.22

Assessment/ Documentation $1,000 $10.75 $989.25

Subtotal $16,034 $13,182.36 $2,851.64

Total $53,050.82 $50,868.32 $2,182.5

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 2007 2008 2009 2010 2011

Full Time Paid Staff 2 4 4 6 6

Part Time Paid Staff 3 6 5 6 4

Donated Paid (BTG) 5 5 5 6 4

Interns Volunteer 2 3 3 1

Other Volunteers 3 10 8 5 7

13 27 25 26 22

Volunteer Total Hours: 2011 BTG

Donated Paid 743

2011 Interns Other Total

Volunteer 390 589 979

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).

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.”

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)

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."


increase Awareness of

Environmental Issues and

embrace Responsibility

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”


increase awareness of,

familiarity with, and safe

practices within local

Philadelphia Parks and

natural environments.

BOTH age groups showed significant change in:

• “Philadelphia has lots of green parks and I know where they are”

From Students:

• “(I enjoyed) Going to all the places I have never been before, and seeing new

things. At the Wisahicon creek I usually just walk there, with Artology I got to explore

and experiment.

• “The difference between Artology and school is that there was more learning

outdoors”


increase life wisdom,

understand choice

consequence, and

decrease acting out

behaviors.

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”

100% of students earned at least one reward as a result of the gems consequences

and rewards system

From Students:

• “I feel artology gave me a chance to let my shyness leave”

• “(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”

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Student Surveys Grades 6-8 Grades 4-5 ALL

All scales are 1-5, 5 being the best. 25 respondents 21 respondents 46 of 55

Field Trips

Forbidden Drive 3.64 4 3.82

Neighborhood Walk/Cliveden Park 3 3.24 3.12

Abington Art Center 3.92 4.33 4.13

Chemical Heritage Foundation/Museum of Art 3.88 4.05 3.97

National Liberty Museum 3.8 3.80 3.8

East Falls Glass Studio 4.84 4.52 4.63

The Rowe House 3.84 3.68 3.76

Wissahickon Rocks Tour/Hike 3.44 3.75 3.6

Awbury Arboretum Art Installation N/A 3.76 3.76

Wagner Free Institute of Science 3.48 N/A 3.48

Philadelphia Museum of Art Sculpture Garden 3.92 N/A 3.92

Cliveden House 3.52 N/A 3.52 John Heinz National Wildlife Refuge at Tinnicum 4.16 N/A 4.16

Mill Creek Farm 3.24 N/A 3.24

Artology Rating

Length of Artology was Not Long Enough 41% 53% 47%

Just Right 50% 42% 46%

Too Much Time 9% 5% 7%

AGREE AGREE AGREE

Artology is More interesting than School 60% 72% 66%

Grades will improve b/c of Artology 64% 66% 65%

Artology Food Service Staff/Jr. Leader

Preparedness 4.26 4.2 4.23

Availability 4.09 4.3 4.

Helpfulness 4.21 4.25 4.2

Knowledge 4.39 4.15 4.47

Friendliness 4.39 4.55 4.47

Enthusiasm 4.35 4.4 4.38

Artology Group Leaders:


Availability 4.25 4.6 4.43


Knowledge 4.63 4.7 4.67


Enthusiasm

4.54 4.75 4.65

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Artology Lead Teachers:


Availability 4.35 4.7 4.53


Knowledge 4.74 4.65 4.70


Enthusiasm 4.70 4.75 4.73

Art Studio Rating 4.50 4.84 4.67

Biology Lab Rating 4.20 4.21 4.21

Artology Ratings vs Other Summer Programs

Fun 4.19 4.53 4.36

Got to Try New Things 4.62 4.47 4.55

Learned a Lot 4.55 4.42 4.48

Made Friends 4.30 4.68 4.5

Felt Safe Emotionally 3.95 4.42 4.19

Felt Safe Physically 4.19 4.42 4.31

Overall 4.37 4.78 4.58

Want to Return to Artology Next Summer:

Yes 52% 60% 56%

Maybe 38% 30% 34%

No 10% 10% 10%

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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”

“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”

“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”

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”

“Bored”

“Awake”

“More open and I feel like its taking away all my

shyness AWAY!”

“Free”

“Had a headache”

“Good, and I let my feelings out in the drums”.

“Comfortable with the community”

“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”

“Creative”

“Ok”

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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)

Soil testing

Animals

Clay models

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

One Thing I enjoyed about journals:

“Coloring”

“Drawing the face”

“More sketch paper”

“What did you learn?”

“Nothing” (2)

“The empty pages”

“Coloring”

“Doing the art”

“I won twice and coloring and reviewing what I

learned”

“The pictures in the back and the crossword puzzle”

“Going over what we learned”

“The part where they told us to make a song”

“Writing my feelings”

“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!”

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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”

“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”

“More activities, less questions”

“None”- (2)

“Color pens”

“Write more”

“Add more drawings“

Do you want to return to Artology next summer?…

Yes:

“Had lots of fun” / ”It’s fun” (2)

“Because I really love Artology”

”Because I really enjoyed it without having any

problem”

“Because I had fun going on trips, meeting people,

and having special events.”

“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”

“It was ok”

“Because I couldn’t go to the beach because I had to

go to camp”

“Because it was fun”.

“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”.

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

Yes:

“’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”

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Ways to Improve Artology

“More art!”

“Their cold food”

“By having a little more free time”

“Be more open”

“Go on more different trips”

“I wouldn’t”

“Fun”

“Funner field trips”

“Helping”

“Go on better trips where we don’t have to learn

about anything just have fun.”

“Make it five weeks”

“I would take artology to amusement parks”.

“Better snacks, and we should be able to listen to our

I pods”

“Getting out earlier”

“More art!”

“Nothing”

“More trips”

“No way because it is just the way I like it”

“Do better next time”

“Decorate it”

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.”

“Dissection

“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”

“Can we have more art supplies”

“Have more instruments”

“Nothing”- (9)

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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)


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.


They are more attentive to nature. We’ve had interesting discussion about geology and about

specific facts in science.


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)


We love Artology. It is a great community of children, staff, and parents.


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.


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)


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


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”

Documents

Artology Final Report 2011