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Education Outreach Programs Annual Report 2018–19

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Education Outreach Programs Annual Report 2018–19 Education Outreach Programs Annual Report 2018–19 PB THE BARNES FOUNDATION 2018–19 EDUCATION REPORT I Contents 2 About the Barnes 4 School Outreach Programs in Philadelphia and Camden 6 Look! Reflect! Connect! (Pre-K) 10 Pictures and Words (Grade 3) 13 Art of Looking (Grade 5–6) 16 Artist Voices (Grade 7) 19 Community Programming 19 Puentes a las Artes / Bridges to the Arts (Ages 3–5) 21 Additional Programming and Resources for Teachers and Students 21 Community Connections 22 STEAM Initiatives 24 High School Partnerships 25 Single-Visit Opportunities 25 Teacher Training 27 2018–19 Education Outreach Donors 28 Participating Schools Photos by Michael Perez, Sean Murray (p. 2) and Darren Burton (p. 19, 26) SECTION HEADER About the Barnes The Barnes Foundation was founded in 1922 by Dr. a teaching method that encouraged students to read Recent Highlights Albert C. Barnes “to promote the advancement of art as an artist does and to study its formal elements • Nearly 1.8 million visitors since 2012 education and the appreciation of the fine arts and of light, line, color, and space. Dr. Barnes wrote that horticulture.” As a nonprofit cultural and educa- his approach to education “comprises the observation • 240,000+ visitors in 2018 tional institution, the Barnes shares its unparalleled of facts, reflection upon them, and the testing of • 18,000+ member households in 2018 art collection with the public, organizes special the conclusions by their success in application. It exhibitions, and presents education and public pro- stipulates that an understanding and appreciation • 4 million+ online visitors engaged since the gramming that fosters new ways of thinking about of paintings is an experience that can come only launch of the new website in 2017 human creativity. The Barnes collection, which from contact with the paintings themselves.” This • 276,000+ newsletter subscribers is known for its exceptional breadth, depth, and approach to teaching students the language of art is quality, is displayed in ensembles that integrate art based on his philosophies, as well as those of Violette • Nearly 80% of annual budget directly and objects from across cultures and time periods, de Mazia and John Dewey, and makes art accessible supports programs overturning traditional hierarchies and revealing wherever it is encountered. • 50+ ongoing citywide cultural and universal elements of human expression. Since the Barnes Foundation’s move to Philadelphia educational community partnerships Home to one of the world’s finest collections in 2012, nearly 1.8 million people from all 50 states • $65.8 million endowment in FY 2018 of impressionist, post-impressionist, and early and 70 countries have visited the art collection, modernist paintings—including the largest groups participated in educational and public programs, and • 12,000+ schoolchildren attend education of paintings by Pierre-Auguste Renoir and Paul attended special exhibitions. The Barnes education programs annually Cézanne in existence—the Barnes presents program has served close to 72,000 schoolchildren • Free admission for ACCESS cardholders masterworks by such artists as Henri Matisse, Pablo and remains committed to the institution’s mission, and community partners, free admission on Picasso, Amedeo Modigliani, and Vincent van Gogh, providing multi-access outreach programs to pre-K–12 Sundays for Philadelphia teachers, and PECO alongside ancient, medieval, Renaissance, and students in the school districts of Philadelphia and First Free Sunday Family Day programs open non-Western art as well as metalwork, furniture, Camden, New Jersey. Over the past seven years, the to all and decorative art. Barnes has built upon the progressive vision of its founder, investing in original scholarship relating to The Barnes Foundation’s mission is grounded its collection and enhancing accessibility throughout in the democratic principle that art should be every facet of its programming. As the Barnes con- accessible to all, regardless of background or tinues to expand its commitment to teaching visual education. Dr. Barnes promoted visual literacy and literacy in groundbreaking ways, it aims to become critical-thinking skills as essential to every person’s a leading forum for the exploration of the arts, ideas, ability to be a participating, productive member of and histories represented in its core collections. society. He hired a teaching staff and opened the Barnes Foundation for classes in 1925, employing 2 SECTION HEADER THE BARNES FOUNDATION 2018–19 EDUCATION REPORT 3 Evaluation Rooted first and foremost in the desire to inspire School Outreach Programs students and teachers, these programs are also The Barnes Foundation contracts Patti Saraniero, designed to aid in narrowing the achievement gap EdD, principal of Moxie Research (moxieresearch. in Philadelphia and Camden between disadvantaged students and their peers and com), to develop the data-gathering tools used to to actively break down barriers that may keep certain evaluate the effectiveness of the Barnes’s school communities from participating in visits to art muse- outreach programs. The tools used in these assess- ums. All the programs have their own curriculum- ments include: In the 2018–19 academic year, the Barnes Over 70% of the students who participate in Barnes aligned agenda, but they share four overall goals: Foundation’s school outreach programs served programs do so through multi-visit opportunities. • Teacher surveys: Post-program surveys are com- more than 12,000 students from the School District For five grade levels where integrating art into the 1. To help students and teachers of all backgrounds pleted by teachers and consist of up to 30 items of Philadelphia (SDP) and select grades from curriculum can be the most beneficial—pre-K and feel comfortable and confident in a museum regarding student engagement, arts-integrated Camden City School District (CCSD), Pennsylvania third, fifth, sixth, and seventh grades—the Barnes setting; learning, and teachers’ use of arts integration as Catholic schools, and Camden Catholic Partnership offers a unique three-touchpoint approach to prepare an instructional strategy. 2. To give students and teachers the basic tools for Schools. In collaboration with the SDP’s Office students to visit and reflect on their experiences with “reading” works of art and for thinking critically • Art rubric: A tool used to assess if program goals of the Arts and Academic Enrichment and the the collection. These programs include: about the image-saturated world around them; for grades 3, 5, 6, and 7 are being met and to CCSD’s Early Childhood Office, the Barnes identifies • An interactive in-school lesson led by Barnes edu- gather student outcome data. It rates student schools in need of arts enrichment and coordinates 3. To encourage students and teachers of all back- cators or professional teaching artists, featuring work based on criteria such as completeness programs with principals and teachers. Preference grounds to find relevance in the Barnes collection; visual and written curricular materials providing of artwork, effective use of elements of art, is given to schools that have the greatest need the educational foundation for an art-making 4. To support students’ academic growth by aligning creativity through personal expression, and use and are demographically representative of their activity; lessons with curricular standards, modeling arts of content vocabulary. districts. The Barnes extends these opportunities integration for teachers, and providing resources free of charge—including all program materials and • A structured visit to the collection galleries led for teachers. transportation to and from the Barnes—to public by Barnes docents and staff with additional age- schools in Philadelphia and Camden. appropriate activities (transportation included); Designed to enrich core curriculum areas (literacy, • A subsequent in-school lesson led by Barnes math, science, history, and English language arts), educators or professional teaching artists, during these programs build on Dr. Barnes’s belief that which reproductions of works from the collection art has the power to improve minds and transform are used as inspiration for writing or the creation lives. These diverse education programs are based of original artwork; on his remarkable collection and his instructional • Enriching extension activities and reading selec- practice that encourages learners of art to share tions that emphasize interdisciplinary connections their personal observations and analyses upon and encourage learning in the classroom before, investigation of the formal elements of art (light, during, and after the Barnes experience. line, color, and space). Through exposure to this educational method, students can acquire a deeper appreciation of art and develop valuable analytical and critical-thinking skills. 4 SCHOOL OUTREACH PROGRAMS IN PHILADELPHIA AND CAMDEN Look! Reflect! Connect! (Pre-K) 2019 Arts & Pre-K Excellence Award Look! Reflect! Connect! is an early literacy program Program goals for Look! Reflect! Connect! for pre-K students, teachers, and parents that students included: encourages an understanding of and relationship • Expressing critical-thinking skills by making with art by expanding on typical early childhood predictions and using evidence while responding concepts of art making. Pennsylvania early to artwork; learning standards suggest that literacy skill The Barnes is the sole recipient development
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