1. Formative Research
ART + SCIENCE
Teen Learning Lab
Planning and pilot phase
Conducted and prepared by Stefanie Mabadi, Evaluator Perot Museum of Nature and Science and Dallas Museum of Art
June, 2014
2. 19%
16%
7%
2%
10%
7%
8%
17%
14%
Surveys administered at Dallas- area schools and programs
GMS BTW UA (OTHER) WHS RHS ES STEAM DC
Greiner Middle School GMS
Booker T Learning Labs BTW
Urban Armor (DMA program) UA
OTHER
Williams HS Plano WHS
Richardson HS RHS
Episcopal School ES
ATEC Steam Camp STEAM
Discovery Corps (Perot program) DC
In conjunction with the IMLS Learning Lab planning grant, the Perot Museum-DMA team decided to hear directly from Dallas area
teens to aid in planning efforts. A survey was designed and administered in June 2013. The survey questions are listed below.
The aims of the survey were to inform the design of the potential Learning Lab. We hoped to gain information to aid with design of
a physical space, interiors and technology in the Lab, guide recommendations for potential mentors and mentor-teen relation-ships,
and inspire innovative content and activities for teens using the lab.
Who did we talk to?
Dallas-area students 11—18 years old, from a variety of local schools and teen programs. Pre-teens were included to hear the
voice of emerging teens.
What did we ask them?
A nine-question survey was administered:
Evaluation design: survey
1. What is creativity?
2. What is your favorite place? Please explain why:
3. For your own exclusive use, do you have a:
o Smartphone (with apps) o Mobile device (no calling but can text, surf)
o Other cell phone (no apps) o Nope!
4. Design and schedule your perfect day. Then, explain why you designed your day the way you did.
5. Who do you admire the most and why?
6. Answer one of the following:
a. What happens when you put art and science together?
b. Where or how do art and science combine?
7. What do you do in your free time?
8. Do you have wifi or cabled internet access at home?
9. What is your age, zipcode, and gender
3. We received 248 responses from area teens. 100 random responses were analyzed.
0 5 10 15 20 25 30 35
age 11
age 12
age 13
age 14
age 15
age 16
age 17
age 18
frequency
Age of respondents
Age of respondents
Mean: 15.5
Mode: 17
Male
37%
Female
63%
Gender of survey respondents
Demographics
Findings and analysis
4. Technology access and usage
65%
15%
14%
6%
For your own exclusive use, do you have a
Smartphone (with apps)
Other cell phone (no apps)
Mobile device (no calling but can text, surf, etc)
Nope!
Yes
93%
No
4%
Sometimes
3%
Do you have wifi or cabled internet access at home?
5. Preferences
0 10 20 30 40 50 60 70 80
Talk/chat with friends
Gaming with friends
Gaming without friends
Reading
Hang out with friends
Play sports
Make photos or videos
Hobbies
Listen to music
Share music
Play music
Watch TV/Movies
Volunteer
Other
What do you do in your free time? (Each teen indicated top five most frequent activities)
7. Stefanie Mabadi Sept 2013 Teen Lab survey analysis
Survey analysis Q1: ‘What is Creativity?’
Modes of Creativity found in analyzing Teen responses to Q1: Following is the analysis from the first question of our teen survey from May/June. I’ve teased out 5 “Modes of Creativity”, as I’ve called them. They are not meant to be completely independent of one another – they definitely run together. However, they are pulled apart a bit and analyzed independently to reveal how we might help support teens as they engage in their own forms of creativity in our emerging Teen Lab.
Perhaps there are other uses and applications for this data as well.
1. Ideation; originality
Teen Quotes to help describe this mode: Creativity is… “Movement, word, thought that is allowed to expand” “your mind unleashed” “brain magic” “taking an idea” “going deep into your mind to search for ideas…” “originality inspired by others’ ideas”
Versions of ‘Ideation’ or ‘Originality’ found in data or data analysis: Solitary, deep inside one’s own mind; using the brain to create (somewhat internally-focused) Combining random ideas; build on/modify others’ ideas; connecting ideas/things in new ways (somewhat externally- focused)
This mode of creativity seems to rely on making space in the mind – pausing, focusing, or otherwise holding onto a thought. Perhaps by maintaining an open mind, being open to seeing randomness and unique combinations in one’s own or others’ thoughts or expressions, seeing and recognizing change. Willingness to ponder the unexpected, be different, be inventive
2. Developing an idea; thinking
Teen Quotes to help describe this mode: Creativity is… “coming up with a way to express…” “thinking outside the box” “development of original ideas” “seeing everything around you as a tool” “thinking of things in ways most people don’t” “thinking of something amazing” “the synthesis of original ideas” “problem solving” “ability to develop unique ideas” ”solving unusual problems” “approaching [problems] from a unique perspective” “…inventing or improving something”
Versions of ‘Thinking’ found in data/data analysis: can be spontaneous can be the result of applying deep thinking and problem solving
This mode of creativity seems connected to the ability to think a unique way, or think about and combine things in a new way. One attempts to be imaginative or decides to be imaginative and/or resourceful. One can also see or attempt to see things in a new way, looking or approaching problems differently. Recognizing tools around you, allowing the mind to wander – make connections – investigate them.
Questions: Is “spontaneous” creative thought different from “applying” creative thinking? How? Can a wandering mind come up with new, creative ideas? Have you?
3. Making or building (the material aspect of expression)
Teen Quotes to help describe this mode: Creativity is… “the unique things …a person makes” “…making something beautiful” “expressing ideas and displaying them through material things” “using materials in original ways” “When you’re so inspired you have to make it”
8. Stefanie Mabadi Sept 2013 Teen Lab survey analysis
Versions of ‘Making’ found in data/data analysis: Individuality expressed somehow physically Express a thought or concept through an object Making a unique thought come alive Emotion made visible and concrete
This mode of creativity seems to be active – it likely involves some physical application: sorting, iterating, adding or modifying. The creator applies raw materials or fodder of some kind (ideas, media, nature) to ‘build’. These can be things, tools in the world combined in a unique or new way or to express something new. They can also be a unique structure of thoughts used to comprise a unique or creative solution.
Question (for Teens) arising from analysis: Do you need prior ‘making’ or ‘building’ knowledge to properly/fully express yourself? Why or why not?
4. Expressing; creative expression (revealing something about one’s self; revealing something personal)
Teen Quotes to help describe this mode: Creativity is… “When you put your ideas into a thing” “Freedom to do/create what you want” “to have ideas and express them through mediums” “…adding a bit of you to make it unique” ”making something simple into something creative” “being unique; having your own style” “individuality expressed in any way – shape, form” “being yourself” “part of me that is unafraid to show my emotions”
Versions of ‘Expressing’ found in data/data analysis: Express complexity in a simple, relatable way Express a simple concept in an interesting or beautiful way Express a concept universally – communicate across cultures and other barriers (like language) Expression of emotion using imagination
Analysis: This mode of creativity seems to particularly about revealing of the self. And perhaps the need for freedom or permission. It seems to require some courage to be vulnerable, and the inspiration (or fortitude) to see it through/continue
Questions (for Teens) arising from analysis: Does creativity take courage? Is expression for oneself or for others? If for the self – what is the motivator?
5. The role of Other; sharing
Teen Quotes to help describe this mode: Creativity is… “making something ordinary into extraordinary” “making something – that appeals to others” “making something that could change the world” “bringing new things into the world” “projecting the inner workings of your mind – to others” “expressing what you feel/see – to others” “…making something beautiful” “…holding everyone’s imagination”
Analysis: This mode of creativity requires vulnerability, confidence and perhaps also wants recognition. It expects that others will see, experience the creation or solution or idea – the self exposed, and respond to it. (Hopefully in a positive way.)
Overall Creativity Questions:
Is creativity universal? Does everyone ‘have it’?
Do some people think they are not creative?
Is there a limit to one’s creativity?
9. Stefanie Mabadi Oct 2013 Teen Lab survey analysis
Survey analysis Q2: ‘What is your favorite place and why?’
In analyzing Q2, five motivational themes emerged, describing the reasons our teen audience chose certain places as their favorite. The themes identified here are meant to help us think about the space(s) we create for our Teen Lab partnership, inform the design of these spaces. In addition, the themes can also be used to think about approaches to programming, potential activities, and guidelines or “groundrules” on how teens may be encouraged to treat others, behave or interact.
1. “Its stimulating there” Visual, intellectual stimulation. Noticing difference. Getting inspired. Options, possibilities. Seeing anew. Different ways of being, doing. Energy. Change. Interactivity.
Teen quotes explaining why a place is favorite: “Full of positive energy.” “Surrounded by lots of 'moving' artwork & games.” “Colorful; sensory; full of stuff” “See technology help others/how innovation changes lives.” “so many books with many topics; learn new things” “crazy amazing energy” “colorful works of art make me happy” “ocean shades of blue; hot sand; beautiful” “different than America; engaged w activites & nature; different cultures” “change action into meaningful things”
Named places: downtown Dallas San Francisco my room NYC Cancun Mexico Europe Britto Museum Half Price Books arcade
Governed by a stimulation of the senses. Desire for stimulating experiences This pattern seems connected to awareness, possibilities. The ability to see possibility, the energy for it. It feels very urban, exciting, full of change. It also feels connected to the ability to be a keen observer.
2. “I’m surrounded by nature” Be outside, surrounded by Nature. Disconnect. Peaceful. Be enveloped. New world - see beautiful things. Inspired. Beauty. Wild Nature. Relax and think. Quiet.
Teen quotes explaining why a place is favorite: “peaceful, place to think by myself” “peaceful & sounds [of nature] wind water animals” “escape from the world we live in”” relax, at ease, tune out electric world”” it is peaceful and wild” “quiet place to think, away from drama; place to be alone or w friends” “nature is beautiful; can look like a new world” “relaxing, peaceful, natural, outdoors” “can be in a field; think of nothing”
Named places: Mountain cabin Nature the beach, the park Nature, near water, the woods Fairy circle on acreage at home wilderness, the country my room
Governed by: Connection with/enveloped by Nature/ desire to disconnect with built world and relax. Feels mostly solitary. Introspective. Quiet. Outdoors. Being in nature relaxes and opens the mind.
3. “I feel at home” Familiar. Safe. Comfort. Feeling of belonging. Surrounded by the familiar - my stuff. Nostalgia.
Teen quotes to help describe pattern: “Familiar environment. I can wear what I want and feel comfortable“ “calm place where I can relax and feel comfortable “ “safe; secure; where most my entertainment is” “familiar items & family” “safe place from the world, find comfort” “comfortable; safe; has all my favorite stuff” “surrounded by my past; keyboard & trombone, relaxing” “full of memories”” relaxing, safe” “grew up in US, comfortable/knows how things work here”
10. Stefanie Mabadi Oct 2013 Teen Lab survey analysis
Named places: my room, my bedroom home, my house grandma’s house park near school United States
Governed by: feeling of safety/belonging/I know how everything works here – social safety
4. “I feel free/happy here” Joy. Freedom of expression. Being welcomed, accepted. Being in the moment, engaged, learning, gratified, happy, feeling wonder, love. Being free from control. Having control of self.
Teen quotes to help describe pattern: “I can express myself without judgement” “because in virtual reality you could be anyone you want” safe from & humiliation, I can do things I like, share secrets” “[they are] happy and welcoming people” ” friendly people...” “Walking continent; you feel engaged with day to day activities [by walking]” “the color in the works makes me happy” “feel free, not controlled” “focused on the moment, not worried about future” “...I can be myself” “I can do almost anything” “I just fell in love [with the place].”
Named places: Mall my house, my room a virtual world the internet home, my backyard tennis club weight room Acro Sports Europe
Governed by: Self Expression/ feeling of connecting with the true self. Unconstrained
5. “I connect with friends/family here.” Connect. Hangout with friends, have fun. Be with family. Spend time. Meet, share, do stuff, express.
Teen quotes to help describe pattern: “place where people gather and share” “fun. I can be with my friends” “hangout with friends…” “cherish time spent with them making memories” “you can shop, eat and hangout with friends” “love playing; a place to hangout with friends” “place to… have fun with friends and family” “everyone comes together”
Named places: Kitchen the internet home, with my family anywhere with my friends, a party arcade the park, basketball court
Governed by: a feeling of connectedness, belonging, sharing. Being with others; being part of a group.
11. Stefanie Mabadi Nov 2013 Teen Lab survey analysis
Survey analysis Q3: ‘What happens when art you put art and science together?’ Or, ‘Where or how do art and science combine?’
This question was posed to our surveyed teens in order to help us think about potential structure and curricula for the lab, as well as areas of interest and potential investigation by teens in the lab.
In analyzing Q3, six themes emerged describing the intersection of art and science. They discuss the quality of the event or impact as art and science combine, the resulting feeling or product, or the quality or utility of that result.
1. Describes the utility of art and science combining.
How it is/can be useful as well as aesthetically pleasing. Beautiful things that work or have a function. Lots of relationships with technology and design here (architecture/industrial design). Science is the design, art is the creativity that makes it attractive.
Representative teen quote: “A functional piece of art”
Other teen quotes to support and describe theme: “combine to create something that properly functions” “creates life, movies, games” “videography, computer art, photography” “when art has purpose or works w scientific world, it becomes interactive” “videogames and movies because you use art to make game and scienct to make it functional” “a functionable piece of art” “creating art using technology - animation, graphic design, video games” “Art & Science combine in videogames” “a piece of art like a fountain” “cars” “you get functional, fashionable things (cars, phones, applicances, etc)” “interesting, creative products” “robotics, programming” “A&S an educational yet enjoyable experience” “engineering” “create something modern or something you can use” “create something scientifically accurate and beautiful” “interesting, good work of art” “architecture, industrial design” “becomes [a] fascinating [product]” “through technology” “use modern technology to create art” “life” “in science you design things. Without creativity it won't come to life”
Thoughts on application: design and build something useful
2. Describes how art & science combine to teach or communicate – visually.
Images for communication. Using art to describe scientific things. Illustrates scientific complexities or concepts.
Representative teen quote: “Interesting science can be represented in art.”
Other teen quotes to support and describe theme:
“art shows me parts of things I have never seen before. Together these help people to learn” “together, they help us visually learn science” “interesting science can be represented in art” “medical& surreal illustrations” “visuals make it easier to understand ideas” “when people draw things to describe science (ie drawing dinos based on what scientists have found)” “when A&S combine visually it is beautiful” “when scientists share or showcase a discovery” “scientific illustration” “creates life, movies, games” “videography, computer art, photography” “you get sci-fi movies that suck” “images displayed on a laptop or ipad” “combine in pictures and in some books” “scientific/medical illustration”
Thoughts on application: use visualization to communicate complexities and/or intricacies
3. Art and science describes everything.
They are interconnected, inseparable. Relationships and connections to nature and other larger concepts: truth, beauty, art, culture, understanding…
Representative teen quote: “You get the earth – everything is art and everything is science”
Other teen quotes to support and describe theme: They combine everyday all day - they need eachother” “it can be one in the same thing” “A combination of what humans have learned about the world and the emotions of living here” “A+S make each other better” “culture growth, understanding” “You get the earth - everything is art and everything is science” “The universe is a natural artwork” “chemical reactions resutling in color or painting” “beauty happens”
12. Stefanie Mabadi Oct 2013 Teen Lab survey analysis
Thoughts on application: explore the same topic via art and via science, show the beautiful science and technical art in a topic or area of investigation
4. Describes the event of art & science combining as exciting and uncertain.
Raw, beautiful, BIG. Forces/elements with unknown outcomes. Experimental. Chemical reactions. Can be patterned or chaotic. Movement. Powerful and explosive. When combined, they are bigger – they feed eachother.
Representative teen quote: “An explosion!”
Other teen quotes to support and describe theme:
“Art becomes powerful when combined” “confusion” “anarchy” “combined when dealing with the universe - you see beauty” “A&S= tornado” “An explosion!” “beauty happens” “chemical reactions resutling in color or painting” “compement/improve eachother -->new creations/inventions” “amazing out of this world” “they both use formulas (mathematical)” “keep A&S separate --> could be messy” “A&S= geometrically focused art or explosive, free-moving art” creates life movies, games” “A&S meet in creativity & how unreal things can get” “use modern technology to create art” “connect w world outside of art”
Thoughts on application: experiment with scientific and artistic outcomes; randomness
5. Describes how the combination of art & science is innovative.
New, unique outcomes. Futuristic, experimental, random, innovation, creative. Brings something to life
Representative teen quote: “[you get] something new and original.”
Other teen quotes to support and describe theme:
“something new and original” “both require thinking outside the box” “you get something unique” “is cool experiemental futuristic, creative” “creating something new” “A&S=new form of art and artwork” “amazing out of this world” “A&S meet in creativity & how unreal things can get” “out of box thinking” “when inventing you have to draw/art is made of different materials” “you get unique science that anyone can have fun in” “complement/improve eachother -->new creations/inventions” “combine to create something new” “in science you design things. Without creativity it won't come to life” “make a random work” “whatever you want to happen”
Thoughts on application: add an unrelated/unexpected/random concept, topic, process to explorations or learnings
6. Describes this experience as joyous.
Fun, cool, awesome, magic. It’s also interesting, fascinating, amazing. The combination makes each more interesting, fun, beautiful.
Representative teen quote:“Something cool happens”
Other teen quotes to support and describe theme: “something cool happens” “when art has purpose or works w scientific world, it becomes fascinating” “science becomes AWESOME and more entertaining.” “combination makes both more fun” “create something scientifically accurate and beautiful” “magic” “magic happens- A&S combine mostly anywhere” “fun” “amazing out of this world” “a fun learning experience” “cooler art” “when A&S combine visually it is beautiful” “science that anyone can have fun in” “interesting, good work of art”
13. Stefanie Mabadi, June 2014
Survey analysis Q4: ‘Schedule your perfect day’
This request was posed to our surveyed teens to reveal favorite activities and contexts as sources of inspiration to inform potential content and programming for the Learning Lab. The answers from our teen respondents reveal ideas for specific activities, resources and subjects to engage and excite the minds of a teen audience.
Activities identified as passive such as watching TV or sports events, attending a concert or sporting game, gaming and watching movies have been removed from this analysis, except for instance where they were explicitly stated as active. “Listening to music” vs “attending a concert”.
Because teens were asked to design an entire day, a single teen may describe multiple events or activities belonging in more than one of the below themes. This is reflected in the percentages listed below.
Unsurprisingly, eating was explicitly mentioned in 48% of responses. Sleeping was called out 20%, Being with friends in some capacity 43%. Since these are universal and predictable teen actions, these activities were also explicitly removed from this analysis.
From the active, participatory activities described by our surveyed teens, four themes emerged:
1. Exploring. Exposure to new experiences or ideas (39% teens mentioned) I.e., go to Paris, learn new things, walk in the park, listening to music , visiting international space station, visit a museum, read a book, brainstorming, learn a new song on keyboard
These acts of learning and exploration are mentioned by teens in the context of friends, family, and also as solitary activities. They suggest an active exploration of the world around them or the internal world – their own minds, ideas and abilities.
Implication: Newness is important and interesting. Continue finding new things to see, experience and research. This can also be new perspectives – seeing things from a new angle.
2. Acts of creation or other expression (21% teens mentioned) I.e., build, sing, garden, draw, write, sketch, design
Often, these acts of creation or expression are preceded by some act of exploration: read, then write. Hike, then sketch. Listen to music, then sing. Observe animals, then draw. Brainstorm, then make a film. Visit DMA to participate, then create art.
Implication: to support innovative or creative activities, offer some ‘input’ or some source from which to draw inspiration, or a place to begin thinking/creating
14. Stefanie Mabadi, June 2014
3. Physical activity (28% teens mentioned) I.e., swimming, tennis matches, bicycling, working out, playing soccer
Teens mention physical activity in the contexts of competitive matches (tennis, soccer), individual or group activities (swimming, bicycling) or more adventurous activities (skydiving, snorkeling, scuba diving)
Implication: Consider using favorite physical activities as sources of inspiration for investigations around health, the natural world, the body, balance. Sporting activities may pose a particular challenge to connecting to art. This is also an opportunity to consider how to approach “sporty” teens and engage them in art and creativity.
Implication: As a teen learning lab is developed, consider somehow incorporating physical activity, games or competition. This can be part of an investigation or learning effort on competition or game construction for example. Or consider a sport or game simply for fun – I.e., a kickball game as the year draws to an end.
4. Imagined, fantastical ideas (4% teens mentioned) I.e., Time travel, teleportation, flying on a dragon.
Few teens ventured into imagination or dreams to describe their perfect day. However, these activities have been highlighted in this data set because they indicate a wonderful sense of freedom from conventional thinking.
Implication: Consider ways to incorporate the imaginative, surreal, sci-fi as ways to support students developing their out-of-the-box thinking skills.
15. Stefanie Mabadi, May 2014
Survey analysis Q5: ‘Who do you admire the most, and why’
This question was posed to our surveyed teens in order to help us think about potential mentors and guides, the mentor/mentee relationship, and how to give support to guides and mentors on developing rapport with teens visiting the learning lab.
In analyzing they ‘why’ portion of Q5, four major themes and two minor themes emerged, describing qualities of people the teen respondents admire. These characteristics and qualities can lean toward providing emotional stability or more toward being impressive or successful. Some describe internal or personal strength and stamina, while others are more external and discuss how the admired person treats others or relates to others.
The people teens named (the ‘who’ portion of the question) are grouped here into one of four categories: family, friend, famous or other. Although the most often cited family member is mother, family category includes immediate and extended family (grandparents, cousins, siblings). Famous category includes actors, musicians, athletes, writers, artists, famous scientists, directors, characters (in a movie, for example) or personas (digital/gaming). The other category was created for cases where a teacher, mentor, pastor was mentioned. Typically, this “other” category references someone the student knows personally.
Four Major themes (representing 83% of answers):
1. Someone I can rely on. Someone who is there for me and others.
Described by teen respondents as: Selfless. Helps others. Does what is best for all. Help people/family be happy
Dependable; reliable. A comfort and a help when I need someone. Always. Rock steady.
Supports me in things I want to do. Gives me advice. Teaches me big, important things.
Takes time for me. Pays attention. Listens
Family: 80%, Friend: 10% Famous 10% Other: None
2. Someone who is brave, wise. Fights for themselves.
Described by teen respondents as: Brave. Fights for him/herself and his/her beliefs.
Lived through hardship, overcame, achieved.
Strong. Calm. Wise
Learned from life. Made the best from difficulty. Is happy
Family: 55% Friend: None Famous: 24% Other: 21%
3. Someone who is kind and fair to others. Virtuous. Described by teen respondents as:
Fair and open to all. Helps and supports others
Someone to emulate. A great example to look to.
Quiet virtue. Considerate, caring, humble.
Family: 72% Friend: 9% Famous: 13% Other: 6%
16. Stefanie Mabadi, May 2014
4. Someone creative and talented who has been recognized Described by teen respondents as:
Did something new, does something unique. Created something that moved me. Has talent. Is recognized Achieved something. Has been recognized Their example drives me, is inspirational Family: 11% Friend: none Famous: 68% Other: 3%
Summary of major themes
Looking at the themes in relation to one another, what stands out is the people closest to them are admired the most when it comes to emotional characteristics: kindness, stability and courage. These more emotion-based characteristics dominate the data as reasons why the teen respondents admire their named person. It will be important to remember this age group is going through large life changes at rapid rates, and may require emotional stability and support from mentors, teachers and other life guides.
When it comes to more performance-based topic, like creativity, innovation or talent the admired person is almost always a stranger – someone famous. This may have some interesting implications for bringing in people known in their fields to discuss their work, creative process or how they think of their ‘talent’ or ‘achievements’.
Minor themes (representing 17% of answers):
Someone who sticks to it – nose to the grindstone. And it pays off. Described by teen respondents as: Driven. Doesn't give up Hardworking, grateful, dependable Achievement through hard work
Family: 70% Friend: none Famous: 7% Other: 23%
Someone who exposes me to new ideas Described by teen respondents as: Made choices to be happy in life Connect me to new ideas
Family: 55% Friend: 9% Famous: 27% Other: 9%
Summary of minor themes
The minor themes emerged as smaller, separate threads important enough to be specifically called out and represented. Due to the small number of responses in these areas further conclusions or recommendations for the learning lab are not being made, except to say that teens showed admiration for the above qualities and they are interesting to ponder going forward.
