Education Outreach Programs Annual Report 2017-2018

i Contents

About the Barnes 2 Education Outreach Programs 4 Look! Reflect! Connect! (Pre-K) 4 Puentes a las Artes / Bridges to the Arts (Pre-K) 6 Programming for Grades 3–8 8 Pictures and Words (Grade 3) 10 Art of Looking (Grades 5–6) 12 Crossing Boundaries (Grades 7–8) 14 Additional Programming 16 Community Connections 20 Participating Schools 22 All photos © Michael Perez Program Sponsors 26

ii About the Barnes

The Barnes Foundation was founded in 1922 by Since moving to the heart of Highlights from the past six years in Dr. Albert C. Barnes “to promote the advance- in 2012, the Barnes has had more than 1.75 mil- Philadelphia include: ment of education and the appreciation of the lion guests from all 50 states and 70 foreign • More than 1.75 million visitors fine arts and horticulture.” As a nonprofit cul- countries on five continents visit the collection, • 255,000+ visitors annually tural and educational institution, the Barnes participate in educational and public programs, • 234,000 newsletter subscribers shares its unparalleled art collection with the and attend special exhibitions. Over the past six • 59,500 Facebook followers public, organizes special exhibitions, and pres- years, the Barnes education program has served • 39,000 Instagram followers ents education and public programming that close to 60,000 schoolchildren and remains • 18,000 Twitter followers fosters new ways of thinking about human cre- committed to its educational mission, providing • Nearly 80% of annual budget directly ativity. The Barnes collection, which is known multi-access outreach programs to the School supports programs for its exceptional breadth, depth, and quality, is District of Philadelphia and, as of this past aca- • $68.8 million endowment in FY 2017 displayed in “ensembles” that integrate art and demic year, schools in Camden, New Jersey. The • 16,000+ member households in 2017 objects from across cultures and time periods, Barnes has also expanded its commitment to • 10,000 schoolchildren attend education overturning traditional hierarchies and revealing teaching visual literacy in groundbreaking ways, programs annually universal elements of human experience. investing in original scholarship relating to its • Free admission for ACCESS cardholders, collection and enhancing accessibility through- reduced admission for college Home to one of the world’s finest collections out every facet of its programs. students, free admission on Sundays of impressionist, post-impressionist, and early for Philadelphia teachers, and PECO modernist paintings—including the largest Free First Sunday Family Day programs groups of paintings by Pierre-Auguste Renoir open to all and Paul Cézanne in existence—the Barnes brings together renowned masterworks by such artists as Henri Matisse, Pablo Picasso, Amedeo Modigliani, and Vincent van Gogh, alongside ancient, medieval, Renaissance, and non- Western art as well as metalwork, furniture, and decorative art.

Dr. Barnes was inspired by the writings of phi- losopher John Dewey, who said, “Art is not the possession of the few who are recognized writers, painters, musicians; it is the authentic expression of any and all individuality.” Dewey emphasized the importance of education in a truly democratic society, and Dr. Barnes decided to devote his whole collection to the proj- ect. He hired a teaching staff, and the Barnes Foundation opened for classes in 1925.

2 3 Education Outreach Programs

PreSchool Programming: and Bright Futures programs associated with the key Findings Look! Reflect! Connect! School District of Philadelphia and over 100 stu- (Pre-K) dents at the Bonsall Annex School in the Camden Data collected from teachers participating in • 67% of teachers surveyed strongly agreed that City School District. Look! Reflect! Connect! showed a positive response the program asked students to look carefully Originally funded by a grant from PNC Grow to the program. Teachers had a very favorable and ask and answer questions. Up Great, Look! Reflect! Connect! is an early The program combines in-class learning for chil- view of teaching materials provided by the • 100% of teachers agreed that the in-classroom literacy program for underserved children in dren led by Barnes educators and a structured Barnes and reported that the program helped stu- lesson closely aligned with their district’s goals pre-kindergarten and their teachers. It encour- tour of the Barnes collection followed by an dents build perceptual abilities. They noted that for improved learning. ages visual arts understanding and provides art-making activity in the classroom. Additionally, one strength of the program was that it offered • 75% of teachers reported that students contin- pathways for participants to develop personal the program prioritizes professional training by new vocabulary to describe artwork. Teachers ued the discussion about lesson content after relationships with art. Program curriculum rein- providing accessible curriculum resources and also said that they were excited to expose their the program ended. forces Learning Standards for Early using peer mentoring to encourage teachers to pre-K students to an age‑appropriate art experi- • 100% of teachers said the professional Childhood and New Jersey Preschool Teaching use the visual arts effectively in their classrooms. ence. The following findings are of note: development workshops were effective. and Learning Standards by teaching early learn- Take-home activities allow students to continue ers to build reading skills, incorporate new vocab- learning with their families, and at the end of the ulary, learn how to look at visual images, and use program, children receive free passes to come new words to describe what they see. In 2017–18, back to the Barnes at any time. PERCENTAGE OF TEACHERS WHO THOUGHT PERCENTAGE OF TEACHERS WHO THOUGHT the program reached 440 students in Head Start PRE-K PROGRAM INCREASED STUDENTS’ PRE-K PROGRAM INCREASED STUDENTS’ UNDERSTANDING OF ART UNDERSTANDING OF KEY CONTENT AREAS

Agree Strongly Agree Agree Strongly Agree Did not answer pre-k–8 report Findings 11% Patti Saraniero, EdD, principal of Moxie Research 22% 44% (moxieresearch.com), worked with Barnes 56% 67% educators to create the data-gathering tools used to evaluate the Barnes’s pre-K–8 outreach programs. The following tools were used in her assessments: • Teacher survey: A post-program survey “It has been so nice to see my students connect with the lessons. At first completed by teachers that consists of I didn’t think they would get it, but since you did the line lesson, that’s all up to 30 items regarding student engage- they talk about! They point out lines in and outside the classroom, and I ment, arts-integrated learning, and teachers’ notice lines in their journals.” use of arts integration as an instructional —Pre-K teacher, Thurgood Marshall School, Philadelphia strategy. • Art rubric: A tool used to rate student work “I really enjoyed the trip to the museum and was amazed at how you based on criteria such as completeness of engaged our youngest learners and enhanced their appreciation for art. artwork, effective use of elements of art We really appreciate the experience and exposure the Barnes has provided (color, lines, shapes), creativity through for our students.” personal expression, and use of content —Pre-K teacher, Bonsall Annex School, Camden, NJ vocabulary.

4 5 Puentes a las Artes / Bridges to the Arts (Pre-K)

The Latino population in Philadelphia increased with early language learners becoming more by 46% from 2000 to 2010 and now represents comfortable with new vocabulary and switching 12% of the city’s total population. Less than half between English and Spanish to express their of children from Latino families are enrolled in ideas. Students have demonstrated a curiosity to early learning programs, and children from Latino learn and make observations about art objects families are less likely to attend preschool. As a with the guidance of teaching artists. result, the achievement gap upon entering kin- dergarten is particularly challenging. Bilingual teaching artists were recruited and trained to support native Spanish-speaking early Embracing biliteracy development as a formative learners from Puentes de Salud and Southwark pathway to school success and bright, healthy School in and their parents/ futures is key to positive cognitive develop- caregivers, many of whom are Mexican immi- ment. The 2008 study “Emergent Biliteracy in grant residents living at or below poverty level. A Young Mexican Immigrant Children” focused total of 38 early learners gained 50 hours of arts on preschool and ELL/ESL children in the US; and literacy instruction over 25 weeks through results showed that a holistic model of biliteracy the Barnes’s Look! Reflect! Connect! curriculum, development that considers cultural and commu- which was tailored for ELL/ESL instruction. The nicative influences from home, school, and com- program also featured a family-engagement strat- munity is most beneficial. egy with ongoing parent/caregiver literacy work- shops and visits to the Barnes to develop skills, Thanks to a generous grant from the William adopt creative learning strategies, and share Penn Foundation and support from the Stavros resources. These regular visits to the Barnes Niarchos Foundation, the Barnes, in partnership included bilingual storytime, intergenerational art with Puentes de Salud, has embarked on an making, and access to the Barnes collection. The art-based literacy program for pre-K youth from 42 parents and 52 siblings who participated in the South Philadelphia’s Latino immigrant community. workshops and visits were given support as the Launched in August 2017 and now entering its early learners’ first teachers. second year, the program has shown success

6 7 Programming for Students in the School District of Philadelphia

In the 2017–18 academic year, the Barnes which teaches observation of the formal ele- The programs are carried out in the Education programs offered by the Barnes offered outreach education programs for stu- ments of a work of art (light, line, color, and following sequence: to students in grades 3–8 seek to meet the dents in grades 3–8 in the School District of space), students can acquire a deeper apprecia- following goals: Philadelphia (SDP). These programs, which tion of art as well as develop critical-thinking and • An interactive in-school lesson led by Barnes integrate the arts with core academic subjects, analytical skills. educators or one or more professional teach- 1. Arts-related contexts reinforce art appreci- have yielded promising results by narrowing ing artists, featuring visual and written materi- ation skills and one other subject area from the achievement gap between disadvantaged The Barnes is one of the only art institutions in als that provide the educational foundation for the core curricula; students and their peers. Overall, Barnes edu- Philadelphia to provide an in-depth, three-touch- an art-making activity; cation outreach programs served more than point program that combines a trip to a visual • A structured visit to the collection galleries led 2. Critical-thinking and vocabulary skills 8,300 SDP students in pre-K through grade 12 arts gallery to experience original works of art by Barnes docents and staff with additional improve; during the past year. with in-school lessons both before and after age-appropriate activities; 3. Visual arts interests are cultivated and the visit. Each in-school lesson is approximately • A second in-school lesson led by Barnes pathways for continued exploration are Designed to enrich core curriculum areas (literacy, one hour in length, and the gallery visit is one educators or one or more professional teach- presented; and math, science, history, and social studies), these to two hours long, depending on the program. ing artists, during which reproductions of programs introduce young people to the wonder The Barnes provides classes with a curriculum works from the collection are used as inspira- 4. Increased self-confidence is developed and beauty of the visual arts. Education programs guide that includes interdisciplinary lesson plans, tion for writing and/or the creation of original through meaningful interactions with art are at the heart of the Barnes and carry forward posters, and activities that SDP teachers can artwork; and professionals. Dr. Barnes’s belief that the study of art has the use to prepare students for the program and to • Enriching extension activities and reading power to change lives for the better. Through encourage ongoing learning after the program selections that emphasize interdisciplin- exposure to the Barnes method for visual literacy, concludes. ary connections and encourage learning in the classroom before, during, and after the program.

In collaboration with the SDP’s Office of the Arts and Academic Enrichment, the Barnes identifies schools in need of arts enrichment and then coordinates program delivery with principals and teachers. Preference is given to schools that have the greatest need for arts instruction and are demographically representative of the district. Admission and transportation are pro- vided at no cost to schools, mitigating a barrier to participation that teachers identified. Teacher workshops and online teacher training, as well as family programs, further the impact of educa- tion outreach programs beyond school walls.

8 9 Pictures and Words (Grade 3)

This past year, 2,300 third graders participated • Providing productive outlets for self- The assessment of student artwork also “One major strength of the program in Pictures and Words, a literacy-based program expression through writing and art-making demonstrated that: is that all students were engaged that introduces the concept that art tells a story. activities; • 100% of student artwork showed strong and participating regardless of Students develop a narrative by examining the • Exposing students to the unique skill sets and evidence of color and line. their English proficiency.” artwork to find the character, setting, main event, perspectives of working artists, using pro- • 75% of student artwork included some sort —Third-grade teacher, St. Anthony of Padua, conflict, and resolution of the story. Hands-on art fessionally trained artists to lead in-school of pose that referenced the Barnes sculpture Camden, NJ making helps students understand how pictures lessons; discussed in the lesson. tell stories, and a dance workshop reinforces sto- • Increasing student interest in the visual • 60% of student artwork was given the highest rytelling techniques using the performing arts. arts and presenting opportunities for further rating on individual expression, demonstrating exploration; and that students were exhibiting a high level of In 2017–18, Pictures and Words focused exclu- • Increasing the likelihood that SDP teachers creativity. sively on third grade to more closely align with will integrate visual art and literacy into their the SDP’s third-grade literacy curriculum and the lesson plans. PERCENTAGE OF TEACHERS WHO THOUGHT PERCENTAGE OF TEACHERS WHO THOUGHT city’s Read by 4th initiative. Pictures and Words PICTURES AND WORDS IMPROVED STUDENTS’ PICTURES AND WORDS IMPROVED STUDENTS’ asks students to find the main idea of a painting Key Findings UNDERSTANDING OF ART LITERACY SKILLS

and to provide evidence for their ideas about an Agree Strongly Agree Agree Strongly Agree artwork. Students learn to read a painting just as Data collected for this program, which came from teacher surveys and a student artwork rubric, they learn to read a text, thereby increasing their 21% showed that teachers and students enjoyed visual literacy skills. They sharpen observational 46% all three components of the program: in-class 54% skills by looking carefully at the visual language 79% of art—elements like color, line, light, and shape— lessons, a gallery tour, and a dance workshop. and by discussing how these tools help convey an Teachers commented on how much they appre- artwork’s main idea. ciated exposing their students to the Barnes col- lection and observing art from different cultures. “Pictures and Words allows students a chance to experience a variety of expressions—reading, visual arts, dance—within one program, and the Program goals for Pictures and Words for the Teachers also said that they learned how to inte- 2017–18 academic year included: grate art into their reading and writing activities. students were able to make themselves fit where they were most comfortable.” —Third-grade teacher, Gilbert Spruance School, Philadelphia • Strengthening students’ literacy skills • 99% of teachers surveyed agreed that Barnes through storytelling, descriptive writing, educators clearly made connections between and/or poetry inspired by works of art in the visual art and literacy during the gallery tour. Barnes collection; • 100% of teachers saw students making infer- • Creating opportunities for students to demon- ences using literacy vocabulary (character, strate their understanding of connections setting, main idea). between writing and art through hands-on • 100% of teachers agreed that the in-class art-making activities; lessons and gallery tour aligned with the SDP’s • Increasing student engagement by offering goals for improved learning. multiple opportunities for students to express • 100% of teachers said the program’s their opinions about works of art; activities contributed to improving students’ literacy skills.

10 11 Art of Looking Key Findings (Grades 5–6)

During the 2017–18 academic year, Art of Looking Teachers reported that the program’s • 100% of teachers thought the in-class • 100% of teachers thought the in-class served nearly 2,100 Philadelphia public school components—the in-class lessons, gallery tour, lessons, gallery tour, and gallery workshop lessons, gallery tour, and gallery workshop students and 86 Catholic school students. The and gallery workshop—helped students see real- closely aligned with district goals for improved closely aligned with grade-level content program’s STEAM-based (science, technology, world applications of science and math. Students learning. standards. engineering, art, and math) curriculum asks stu- were able to think critically about the artwork dents to apply problem-solving skills in an art and how artists solved the problem of present- context. This program for fifth and sixth grad- ing their ideas visually. Teachers saw students ers builds skills outlined in Philadelphia’s Core building science, math, and art vocabulary skills Science Curriculum, the Next Generation Science to analyze artwork. Teachers themselves learned Standards, and the Pennsylvania Core Standards how to integrate science and math with art in the for Mathematics. activities. The hands-on activities were seen as especially useful for students with special needs, Students test solutions to problems in project- enabling students of all abilities to experience based opportunities. For example, fifth graders the program. take on the role of art curator to analyze primary source material to answer questions about art- • 100% of teachers surveyed agreed that work. Sixth graders build a sculpture and then students used content vocabulary in science try to draw it on a sheet of grid paper for another during in-class lessons. team to reconstruct. By the end of Art of Looking, • 67% of teachers strongly agreed that students students are problem solvers and have a better clearly made connections between visual art understanding of how an artist made a particular and science. work. • 100% of teachers noticed students using sci- ence vocabulary during gallery tours. Program goals for Art of Looking for the • 89% of teachers said they were more knowl- 2017–18 academic year included: edgeable about integrating visual art into other content areas after completing • Barnes educators reinforce science and math the program. concepts by integrating art from the Barnes • 100% of teachers used the pre- and post-visit collection into scientific and mathematical activities and poster sets. practices; • 100% of teachers strongly agreed that the “Every year provides new experiences for our children with special needs. • Students incorporate scientific and mathemat- program encouraged students to use mathe- The lessons are engaging and interactive while still having the students ical practices and concepts in the creation of matical practices. connect with and interpret the pieces of art. I look forward to continuing my their own works of art; • 93% of fifth-grade students completed the relationship with the staff at the Barnes so my future students can experience • Students use scientific inquiry to discover four watercolor experiments and made sub- the activities provided and be exposed to pieces of art that they would not be and understand color, light, shape, line, and stantive observations about their artwork. exposed to otherwise.” space—scientifically and artistically; and —Lisa Bottner, Multiple Disabilities Support, Baldi Middle School, Philadelphia • SDP teachers are more likely to integrate visual art, science, mathematics, and project- based learning in their classrooms.

12 13 Crossing Boundaries Key Findings PERCENTAGE OF TEACHERS WHO THOUGHT PERCENTAGE OF TEACHERS WHO THOUGHT (Grades 7–8) CROSSING BOUNDARIES INCREASED STUDENTS’ CROSSING BOUNDARIES IMPROVED STUDENTS’ UNDERSTANDING OF CORE CURRICULUM AREAS UNDERSTANDING OF SOCIAL STUDIES

In 2017–18, nearly 1,300 seventh- and eighth- In the 2017–18 academic year, teachers gave the Very Effectively Effectively Somewhat Effectively Strongly Agree Agree grade students from Philadelphia public schools Barnes educators in this program high ratings. and more than 100 Catholic school Teachers clearly saw the integration of social 13% 13%

students participated in the Crossing Boundaries studies and art and how the program made con- 25% 62% program. Crossing Boundaries incorporates social nections across subject areas. They thought that 87% studies, history, and art appreciation into a curric- the activities were hands-on and introduced stu- ulum that emphasizes cross-cultural respect and dents to the cultures behind the art that they saw. understanding. The program refines critical- thinking skills and hones cultural understanding • 88% of teachers surveyed agreed the program by exploring similarities and differences in works clearly made connections between visual art of art from various perspectives. Students are and social studies. introduced to African sculptural traditions and • 100% of teachers said the in-class lesson analyze the influence of African sculpture on the increased students’ understanding of core work of modern European artists. Students com- curriculum areas (English and language arts, plete a mask-making project that also includes a visual arts, and social studies). poetry exercise to connect artwork to writing. • 100% of teachers strongly agreed that stu- dents used content vocabulary in visual art Program goals for Crossing Boundaries for the and social studies in the gallery tour. 2017–18 academic year included: • 86% of teachers said students analyzed art- work to better understand other cultures. • Students demonstrate an increased under- • 87% of teachers noticed students compar- standing of SDP curriculum areas (English and ing and contrasting artworks from different language arts, visual arts, social studies) with cultures. art appreciation and art history concepts; • 100% of teachers said Crossing Boundaries • Students demonstrate understanding of closely aligned with grade-level content cross-cultural connections through an art- standards. making activity; • Students use artistic principles, including The assessment of student artwork also demon- “A simple painting can represent culture in a big way. The Barnes is an shape, line, color, light, and space, to ana- strated that: amazing museum. It’s like going all around the world, but in reality you lyze works in the Barnes collection and their are just in a museum!” ensemble display; • Student artwork showed a high level of cre- —Seventh-grade student • Students demonstrate an increased under- ativity and used line, colors, and shapes very standing and respect for contributions of effectively 83% of the time. “The visit to the Barnes allowed my students to meet people who are like various cultures; and • Students completed poetry writing and made them pursuing art and dance and speaking knowledgeably about both.” • SDP teachers are more likely to inte- a connection to the writing within the artwork —Seventh-grade teacher, William Dick School, Philadelphia grate visual arts and social studies in their 83% of the time. classrooms.

14 15 Additional Programming and Resources for Philadelphia Teachers and Students

In addition to the outreach education programs returning schools and five new ones. The compe- tours. More than 2,000 SDP students in grades literacy skills. They met artist Mat Tomezsko to described in this report, the Barnes provides tition received a higher level of teacher and stu- K–12 participated in one-time tours of the Barnes see how his art communicated ideas of social many other opportunities for students to explore dent engagement than in previous years, and the during the 2017–18 academic year. justice and had behind-the-scenes access to the and learn from the collection and special exhibi- event is expected to grow in the future. exhibition Mohamed Bourouissa: Urban Riders. The tions. More than 2,300 students participated in Initiative for High School first solo exhibition in Philadelphia by the French- special one-time or ongoing collaborative pro- STEAM Online Teacher Students Algerian artist, Urban Riders brought together grams during the 2017–18 academic year. Training approximately 85 works inspired by a North Central High School in Philadelphia participated Philadelphia community’s efforts at neighbor- STEAM Fair / Art of Math This past year, six teachers were chosen to pilot in a multi-visit program focused around the hood revitalization and youth empowerment. Challenge (Grades K–12) the Barnes’s Art in Math teacher training pro- special exhibition Kiefer Rodin. More than 60 gram. Using an online learning platform, the students from two art classes responded to the In April, half-day workshops for Philadelphia STEAM-related programming continued to attract STEAM Online Teacher Training is a series of themes surrounding architecture and sculpture, teachers took place at the Barnes. During these interest during the 2017–18 academic year. In courses focusing on the intersections between namely construction and reconstruction repre- workshops, 16 teachers engaged with the Crossing spring 2018, the Art of Math Challenge brought art, science, technology, engineering, and math. sented in the exhibition. Student work was dis- Boundaries program by exploring new mask- together students to participate at the Barnes Art in Math focused on ways teachers can inte- played at the Support Center for Child Advocates making techniques using renewable materials. during PECO Free First Sunday Family Day. grate math and art and included a series of six in Philadelphia. Central High School students Students created three-dimensional models of modules. Teachers practiced using discussions also designed tours of the exhibition for both two-dimensional paintings and submitted them about art to teach math concepts to their stu- fifth graders from Potter-Thomas School and the for judging. Students were then asked to justify dents. They also were introduced to the Barnes general public during a PECO Free First Sunday their design choices by explaining the math- method of analyzing art and gained skills in Family Day program in February. In addition, 30 ematical practices used in creating the model. offering inquiry-based discussions about art with students from String Theory School visited the Submissions were evaluated on how well they their students. To encourage skill building, reflec- Barnes multiple times during the academic year articulated mathematical strategies and executed tive practice, and a community of learning, the as preparation for creating their own works of art a plan. Entries were voted on by the public for teachers recorded and shared videos of them- inspired by the collection and special exhibitions. an aesthetics prize, as well as judged for their selves participating in mock teaching scenarios. creative mathematical strategy by staff from the Each teacher then viewed and responded to their Teacher Training Barnes and math consultants. fellow teachers’ videos, providing feedback and reflecting on their own experience. Access to the The Summer Teacher Institute was a four-day More than 35 teachers from 31 schools in Barnes collection and to art and math experts workshop offering teachers exclusive access Pennsylvania and New Jersey engaged with the was also made available. to the Barnes collection. A group of 16 art and program, with 29 teachers participating in the classroom teachers participated in “From the Art of Math Challenge workshop. Exactly 260 stu- Single-Visit Opportunities Streets to Their Seats: Integrating Art from the dents worked on Art of Math Challenge projects Community to the Classroom.” Teachers explored in the 2017–18 academic year, and 178 of them For Philadelphia public school students not the largely European 19th- and early-20th-century completed the challenge. All 28 completed proj- participating in an outreach program, the Barnes collection through a contemporary and multi- ects were displayed at the Barnes’s PECO Free offers the opportunity to explore and learn from cultural lens. Immersed in the objective method First Sunday Family Day on March 5. Eight schools the collection and exhibitions by providing com- of Barnes founder Dr. Albert C. Barnes, teachers were represented in this year’s display—three plimentary busing, admission, and educational learned teaching strategies to bring back to the classroom to help students develop their visual

16 17 A 3-D model of de Chirico’s The Arrival (below) created by ninth graders from in Philadelphia.

A 3-D model of Settanni’s Russian Ballet (below) created by fifth graders from Albert M. Greenfield School in Philadelphia.

Giorgio de Chirico. The Arrival, 1912–1913. © 2018 Artists Rights Society (ARS), New York / SIAE, Rome

Students in grades K–12 competed in the Art of Math Challenge by submitting dioramas of Luigi Settanni. Russian Ballet, 1934. © 2018 Estate of Luigi Settanni two-dimensional paintings from the Barnes collection. Students problem-solved to decide which mathematical strategies to use to convert images from 2-D to 3-D.

18 19 Community Connections

Free Access

As a complement to education outreach pro- Boundaries program, in which seventh and eighth grams, opportunities for families to visit the graders learn about the cultural connections Barnes free of charge were implemented during within the Barnes collection. the 2017–18 academic year. Students participating in education outreach programs received school Camden Expansion passes that allowed them to bring up to three family members to the Barnes for free at any Barnes educational outreach programs expanded time following their program. Additionally, pre-K to Camden, New Jersey, during the 2017–18 aca- families received a free community pass to return demic year. After almost six years of successful multiple times to the Barnes on any day during implementation of programming in the SDP, the the year. Students and their families were encour- Barnes brought two programs to Camden Catholic aged to attend the PECO Free First Sunday Family and public schools. Thanks to a grant from the Days held year-round at the Barnes. Connelly Foundation, the Barnes education staff teamed up with the city’s Catholic Partnership Other programs addressed possible barriers to Schools to bring Pictures and Words to more than museum participation among students in the 135 third-grade students from St. Anthony of School District of Philadelphia. In May 2018, the Padua, Holy Name, St. Cecilia, Sacred Heart, and Barnes partnered with the SDP’s Early Childhood St. Joseph Pro-Cathedral Schools. Office to host a program called Meet Me at the Museum, which sought to alleviate some of the Support from Subaru of America, Inc. allowed anxiety felt by families with young children when Camden public schools to benefit from the expan- visiting art museums. Several Barnes-organized sion as well. In collaboration with the city’s Office social outings encouraged employees of the of Curriculum, the Barnes selected seven pre-K Early Childhood Office to come to the Barnes classes at the Bonsall Annex School to participate to welcome these families with familiar faces. in Look! Reflect! Connect! More than 100 pre-K stu- This program was free and offered age-appro- dents and their teachers enjoyed three outreach priate activities that parents and children could classes at Bonsall, one field trip to the Barnes, do together both at the Barnes and at home. and the opportunity to bring their families to the Also in May, seventh-grade students from Fitler Barnes in the month of June. In addition, teachers Academics Plus school extended their learning received curriculum binders and a set of art post- outside the classroom during the PECO First Free ers and attended three professional development Sunday Family Day program. Approximately 20 workshops. At these workshops, the teachers seventh graders from Fitler designed and deliv- learned how to effectively and strategically inte- ered an art-making project to pre-K students. grate art into their classroom after the This event was a continuation of the Crossing program ended.

The Barnes staff identified schools throughout Philadelphia to ensure that education outreach programs were accessible to as many students as possible.

20 21 Look! Reflect! Connect! Students Pre-K General George A. McCall School 100 George W. Nebinger School 60 Philadelphia Gilbert Spruance School 60 15 schools, 440 students, 44 teachers Students Global Leadership Academy 28 Add B. Anderson School - Bright Futures 20 Horace Furness School 17 Andrew Jackson School - Head Start 20 Horatio B. Hackett School 47 Bache-Martin School - Bright Futures 40 John H. Webster School 123 Cook-Wissahickon School - Head Start 20 James G. Blaine School 48 - Bright Futures 20 James R. Lowell School 29 Edwin M. Stanton School - Bright Futures 20 Jay Cooke Elementary School 54 George W. Nebinger School - Bright Futures 40 John B. Kelly School 108 George W. Sharswood School - Head Start 40 John Moffet School 55 Horatio B. Hackett School - Head Start 40 John Welsh School 40 James R. Lowell School - Bright Futures 20 55 John Wister Elementary - Bright Futures 40 Juniata Park Academy 138 Rhawnhurst School - Bright Futures 20 Kenderton Elementary 30 Rising Sun Children’s Center 40 KIPP Philadelphia Elementary Academy 81 Robert E. Lamberton Elementary School - Bright Futures 40 Mariana Bracetti Academy Charter School 78 Thurgood Marshall School 20 Mastery Charter School Thomas Campus 112 Mitchell Elementary School 60 Camden Potter-Thomas School 60 105 Students, 14 Teachers Prince Hall School 84 Bonsall Annex School 105 Stephen Girard School 118 Thomas Holme School 75 35 Puentes a las Artes / Bridges to the Arts Vare-Washington Elementary 50 Pre-K Watson Comly School 96 William Cramp School 141 Philadelphia William H. Loesche School 120 38 students, 3 teachers Wissahickon Charter School Awbury Campus 54 38 Wissahickon Charter School Fernhill Campus 54

Catholic Schools, Camden Pictures and Words 5 schools, 136 students Grade 3 Holy Name School 26 Sacred Heart School 26 Philadelphia St. Anthony of Padua School 26 35 schools, 2,425 students St. Cecilia School 26 Albert M. Greenfield School 81 St. Joseph Pro-Cathedral School 32 D. Newlin Fell School 50 Edwin M. Stanton School 26 Eliza B. Kirkbride School 58

22 23 Art of Looking Crossing Boundaries Grades 5–6 Grades 7–8

Philadelphia Philadelphia 23 schools, 2,135 students Grade Students 24 schools, 1,292 students Grade Students 55 Anna L. Lingelbach School 5 Alliance for Progress Charter School 7 55 110 Benjamin Franklin School 5 Anna L. Lingelbach School 7 55 50 George Sharswood School 5 Avery D. Harrington School 7 54 George W. Nebinger School 5 60 Benjamin B. Comegys School 7 50 75 Green Woods Charter School 5 Benjamin Franklin School 7 60 Grover Washington Jr. School 5 120 Cook-Wissahickon School 7 54 Henry A. Brown School 5 60 George W. Childs School 7 55 Julia R. Masterman Laboratory and Demonstration School 5 165 George W. Nebinger School 7 35 Penn Alexander School 5 62 Henry C. Lea School 7 40 45 People for People Charter School 5 Henry H. Houston Elementary School 7 38 120 Stephen Decatur School 5 Middle Years Alternative 7 60 77 Tanner Duckrey School 5 Northwood Academy Charter School 7 88 75 Thomas Holme School 5 7 60 35 Alexander Adaire School 6 Potter-Thomas School 7 60 Anna L. Lingelbach School 6 65 Roberto Clemente Middle School 7 25 Baldi Middle School 6 60 Thomas K. Finletter School 7 85 95 Bridesburg Elementary School 6 Thomas Mifflin School 7 25 40 Fitler Academics Plus 6 William Dick School 7 60 120 Grover Washington Jr. School 6 AMY 5 at James Martin 8 42 100 John Hancock Demonstration School LaBrum Campus 6 Fitler Academics Plus 8 50 50 John Story Jenks Academy of the Arts and Sciences 6 Gilbert Spruance School 8 36 Joseph H. Brown School 6 66 Grover Cleveland Elementary 8 90 Julia R. Masterman Laboratory and Demonstration School 6 198 James Dobson School 8 55 Olney Elementary School 6 60 Wissahickon Charter School Fernhill Campus 8 60 Shawmont School 6 60 77 Tanner Duckrey School 6 Catholic Schools, Philadelphia 35 William D. Kelley School 6 3 schools, 102 students La Salle Academy 7 15 Catholic Schools, Philadelphia St. Francis de Sales School 7 54 2 schools, 86 students St. Laurence School 7 33 Blessed Trinity Catholic School 5 60 Holy Trinity School 6 26

24 25 2017–18 Education Outreach Donors

The Barnes Foundation gratefully acknowledges our donors for their generous support of Subaru of America, Inc. generously pre-K through 12 education outreach programs in Philadelphia and Camden, New Jersey. supports education outreach programs in Camden, NJ, and provides a vehicle for Barnes educators to use for travel to Anonymous (2) Philadelphia and Camden schools. Beneficial Foundation Christian R. and Mary F. Lindback Foundation Connelly Foundation Education outreach programs for School District of Philadelphia students are generously Dolfinger-McMahon Foundation supported by gifts made through the Educational Improvement Tax Credit (EITC) program. The Frances Zorn Barnes Foundation gratefully acknowledges the following donors for their support: Hamilton Family Charitable Trust Heart of Neiman Marcus Foundation UHS Pine Street Group LP Fund of Communities Foundation Philadelphia Insurance Companies of Texas Brown Brothers Harriman & Co. Joan and Bernard Spain Elliott-Lewis Ralph E. Cades Family Foundation J. P. Mascaro & Sons Samuel P. Mandell Foundation Stavros Niarchos Foundation Syde Hurdus Foundation The 25th Century Foundation William Penn Foundation

The Barnes Foundation smART Fund for Education, established by GSK, is an endowment that provides generous annual support for K–8 education outreach programs in the School District of Philadelphia.

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For more information: 215.278.7128 [email protected]

2025 benjamin franklin parkway philadelphia, pa 19130 barnesfoundation.org

Paul Cézanne. Railroad Cut, 1867–1868 30