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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."
3. 85% of students will
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”
4. 100% of students will
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”
5. 75% of students will
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:
Preparedness 4.33 4.6 4.47
Availability 4.25 4.6 4.43
Helpfulness 4.21 4.7 4.46
Knowledge 4.63 4.7 4.67
Friendliness 4.75 4.75 4.75
Enthusiasm
4.54 4.75 4.65
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Artology Lead Teachers:
Preparedness 4.30 4.65 4.48
Availability 4.35 4.7 4.53
Helpfulness 4.35 4.7 4.53
Knowledge 4.74 4.65 4.70
Friendliness 4.43 4.65 4.54
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)
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”