In my previous two posts in this Reflective Evaluation series, I detailed all the ways we found and evaluated data to show teen participants in the Satellite program became more reflective. So: did the interviews, exit slips, readability tests, and final projects all add up to a full image of the impact that a year’s worth of reflective practice can have on students?
In part two of my three posts on this year’s Satellite teen program, I’m sharing the unexpected data that helped me see the bigger picture about my students’ ability to reflect thanks to being in the program.
Over the past four years, I have worked with hundreds of Milwaukee-area teens who love art, and who, over their time in teen programs at the Milwaukee Art Museum, grow to love museums as well.
I have always had a sense that my students grow over their time at the Museum. This year, though, to really study that growth, we designed our longstanding Satellite High School Program as a year-long experience to explore exactly how weekly sessions at an art museum might change the thinking of our teen participants. To that end, our program outcome for students was that they would show an increased ability to reflect upon their own experiences and performance.