The Museum of Neon Art (MONA) School Engagement Program

K-12 STEAM education

Expand existing project, program, or initiative (expanding and continuing ongoing, successful work)

This program measured an increase in student retention and strengthened relationships between teachers. Students reported deepened interest in their communities, science, art, and museums. Neon expands understanding of what is historic, scientific, and artistic, showing students that items of worth and value are given meaning by people like them, and that these powerful testaments to history, resilience and culture exist all around them.
Museum visits improve critical thinking skills, historical empathy, tolerance, museum interest for students from high-poverty schools (Kisida et al, 2016). A multi-visit program builds relationships to the museum (Witmer et al, 2000). Students in these programs had more positive attitudes toward art and museums and could better discuss works of art compared to students who did not participate. Multi-part museum programs consistently improve behavioral outcomes, and at risk students receive the largest benefits from such programming (Lacoe et al, 2020).

The program starts with a teacher training where teachers and administrators receive an interactive tour of the museum and take an 8-hour neon bending and curriculum building workshop. During this workshop teachers learn specialized skills and information connected to neon and they practice visual literacy building activities, constructively discuss issues they are facing in the classroom, and find ways to connect history and learning to their local communities. They receive reading materials, lesson guides, and create a neon artwork to hang in their classroom. MONA staff then visit the teachers’ classrooms for a 90-minute session to introduce MONA. The students interact with UV minerals, choose colors to illuminate in two neon sales suitcases, and draw their own neon art or business sign on rainbow scratch paper.
After this, MONA covers funding to bus students to the museum. Classes are split into smaller groups. The students participate in an intimate interactive gallery tour, hands-on exploration of neon glass bending, and make art exploring handwriting and sculpture. Students are then provided with tickets that grant admission for their families for over a year to the museum. This extends student learning into the family unit. Families that visit report hat they rarely visit museums together. This program is especially popular during spring break and other times tat the schools were closed, demonstrating that family interest in continuing education beyond school.

MONA was informed that its K-12 program contributed to the engagement and retention of several formally troubled students
“G (name redacted) was known throughout the 2,000 students at King to be a difficult student, when I saw a change in him it was when the Neon Museum visited. From the moment the Museum of Neon Art entered our world it just changed him. He came back to class and said he got a neon sign. He was so proud, and he still brings it up to me when we cross paths in the hallway “ Allison Caesar, Teacher King Middle School
This program shows students that they can make a difference. It uses hands-on activities that bring STEAM concepts alive, and it builds an intimate relationship between students and a small cultural institution. Students inferface with the executive director, educators and artists, demonstrating that museum work is a viable career path. Students and teachers also see that they are surrounded with cultural, scientific and artistic masterworks in signage.

We evaluated the program using quantitative and quantitative data. This has been used over 3 years to refine the program. We recorded how many classes participated, how many students were served in each class, as well as the demographics of both teachers and students. MONA educators offered recurring question and response rituals during the program offerings. Educators ask students to write what they know about neon before the lesson to gauge growth of knowledge. This question is repeated the culmination of the classroom workshop and museum visit.
MONA Educators document student artwork to note changes before and after students visit the museum. We record student feedback throughout their experience. We also give each teacher a comprehensive survey about the program, providing space to elaborate on the successful elements and challenges. We ask each teacher to randomly select a student to complete a survey as well. MONA compensates teachers for their time filling out the survey.