Category: Semester

Lucy Frank, BMC ’25

Curatorial Methods Internship at Public Trust

Semester: Spring 2024

Praxis Course: HART B420 Museum Studies Fieldwork Seminar

Faculty Advisor: Matthew Feliz

Field Site: Public Trust

Field Supervisor: Aaron Levy

Praxis Poster: 

Lucy Frank_Poster_Final_S24

 

Further Context:

My internship at Public Trust, an arts organization situated on the University of Pennsylvania, has been a journey of exploration, learning, and meaningful contributions. There I worked closely with Aaron Levy, its director and a professor at UPenn on a variety of projects. During my time there, I learned the ins and outs of a non profit arts organization and community engagement center, and the vital role these play in shaping our collective future. Public Trust’s ethos revolves around pushing boundaries and challenging perceptions. With a focus on creative approaches to health, education, and ecology, the organization underscores the belief that public
trust can only be rejuvenated through a commitment to these foundational concerns. Through innovative exhibitions and dynamic public programming, Public Trust creates spaces for dialogue and reflection regarding political and social issues.

My time at Public Trust not only broadened my skillset but also enriched my
understanding of the intersection between art and societal issues. I worked on a plethora of projects such as conducting research for a permanent exhibition engaging the archives, editing curatorial language for the exhibition, developing several procedures and protocols (e.g.
memorandums of understandings) to support upcoming programs and partnerships, and contributing to grant application brainstorming. Most importantly, I familiarized myself with their twenty-year archives and conducted relevant research about contemporary artists working on issues concerning public trust. Crafting memorandums of understanding and brainstorming grant applications highlighted the importance of strategic planning and collaboration in driving impactful initiatives forward. However, it was my engagement with Public Trust’s extensive archives and research on contemporary artists that truly resonated with me as an artist myself. I am grateful to have had the opportunity to take Bryn Mawr’s Praxis Program. My internship experience has equipped me with invaluable skills and insights, reaffirming my belief in the transformative power of art, and preparing me to enter the art world post-grad.

Lily Wallis, BMC ’25

Monument Lab

Semester: Spring 2024

Praxis Course: HART B420 Museum Studies Fieldwork Seminar

Faculty Advisor: Matthew Feliz

Field Site: Monument Lab

Field Supervisor: Maya Bjornson

Praxis Poster: 

Lily Wallis_Poster_Final S24

 

Further Context:

As I reflect on my recent internship with Monument Lab, a nonprofit public art and history studio based in Philadelphia, I am struck by the profound impact it has had on my personal and professional development. Over the past semester, I had the privilege of immersing myself in the dynamic world of arts administration while actively contributing to Monument Lab’s mission of fostering critical conversations around monuments, memory, and social change. From the outset, I was captivated by Monument Lab’s innovative approach to public engagement and collective memory. I quickly realized that my role in directory research, data cleaning, and management
was not merely about compiling information but was integral to the larger goal of facilitating inclusive and participatory dialogue within communities. Conducting research for directory information allowed me to delve into the rich tapestry of Philadelphia’s history and cultural landscape. It was a process of discovery that deepened my appreciation for the diverse stories
and voices that shape our understanding of the past. Moreover, assisting in cleaning and managing data records underscored the importance of accuracy and attention to detail in supporting the organization’s mission. In addition to my responsibilities in data management, I also had the opportunity to contribute to the smooth functioning of Monument Lab’s daily operations. Providing general assistance with office tasks may have seemed routine, but it was a vital aspect of ensuring that the organization could focus on its core objectives and I gained valuable insight into the logistical challenges of running a nonprofit arts organization.

Beyond the practical skills I acquired, my internship at Monument Lab provided me with a rich understanding of the intersection between administrative operations and social change through art. Through conversations with my colleagues and exposure to the organization’s
projects and initiatives, I came to appreciate how effective administration can amplify the impact of artistic interventions in public spaces. Looking back on my time at Monument Lab, I am deeply grateful for the opportunity to be part of such a dynamic and inspiring organization. My internship has not only equipped me with practical skills and knowledge, but has ignited a
passion for using art as a tool for social justice and community empowerment. I am excited to continue exploring the intersection of art, administration, and activism, and to contribute to positive change in the world around me.

Lilly Lakritz, BMC ‘26

Science Education at the Academy of Natural Sciences

Semester: Spring 2024

Praxis Course: HART B420 Museum Studies Fieldwork Seminar

Faculty Advisor: Matthew Feliz

Field Site: The Academy of Natural Sciences of Drexel University

Field Supervisor: Mariah Romaninsky

Praxis Poster: 

Lilly_Lakritz_Poster_Final_SP24

 

Further Context:

Maya Hofstetter, BMC ’25

The East Coast Well Core Inventory Project

Semester: Spring 2024

Praxis Course: HART B420 Museum Studies Fieldwork Seminar

Faculty Advisor: Matthew Feliz

Field Site: The Academy of Natural Sciences of Drexel University

Field Supervisor: Alejandra Martinez-Melo

Praxis Poster: 

Maya Hofstetter_Poster_S24

 

Further Context:

This spring, I interned in the Invertebrate Paleontology collection at the Academy of Natural Sciences of Drexel University (ANSP) as the fieldwork component of the Museum Studies Praxis Seminar. I worked on the East Coast Well Core Inventory project, which involved sorting, rehousing, and logging a collection of artesian well cores. Most of the cores were collected by ANSP member Lewis Woolman from 1889 to 1903, but the collection includes samples from as late as the 1970s. It came to the Invertebrate Paleontology collection through former Curator Horace G. Richards, but the samples were never accessioned by the ANSP. They are not technically ANSP samples, and no information about the numbering and organizational conventions given to them by Gordon has been found. My day-to-day activities included data input using Excel, rehousing bags of dried silt, sand, and gravel, and consulting logs and maps to decipher locality information. I only came to the collection one day a week and would spend most of my time working with the cores alongside Owen Goodchild, the full-time Collection Assistant working on the project.

The well cores are housed in tall metal specimen cabinets that overflow into the halls outside of the official collection space. Most of the cores do not have enough location or collection data associated with them to be viable in research, or enough fossils. The samples, especially those housed in fabric pouches, release fine clay dust into the air whenever they are moved. Fly ash, a coal manufacturing by-product, coats most of the boxes (and whoever touches them) in a black, powdery residue. Oftentimes, we would have to check each box, envelope, or pouch for a core to figure out the depth range, which got messy quickly. Having another set of hands to input data into the spreadsheet, even for just one day a week, sped up the project. As of late April, inventory has officially been completed and efforts had shifted to contacting organizations (i.e., state geological surveys) or institutions (i.e. universities) who can accept sections of the collection. A total of 777 cores were inventoried, and 65% of cores described in a set of inventory notecards have been located (355/510 cores). The most popular locality was New Jersey, at 55% (433 cores), followed by North Carolina at 27% (215 cores). If all goes well, portions of the cores will be transferred to new, better-equipped homes soon!

Grace Sawyer, BMC ’26

Teen and Adult Education and Documentation at Fleisher Art Memorial

Semester: Spring 2024

Praxis Course: HART B420 Museum Studies Fieldwork Seminar

Faculty Advisor: Matthew Feliz

Field Site: Fleisher Art Memorial

Field Supervisor: Suzanne Seesman

Praxis Poster: 

Grace_Sawyer_Poster_Final_SP24

 

Further Context:

This semester, I worked at Fleisher Art Memorial, a community art school in south Philadelphia. Fleisher is a nonprofit that aims to make arts education accessible through both free and affordable classes and workshops for children, teens, and adults. I greatly enjoyed my time there with the education department. I started my internship working solely under the manager of adult education, but one of the best parts of working in a small institution like Fleisher is that I was given flexibility to work with other members of the department on different projects. My typical day at Fleisher could involve sitting in on an education department meeting, proofing adult class listings, and finishing the day assisting in Teen Lounge, a free after-school art and community program for Philly teens. It gave me a very well-rounded sense of how arts education and nonprofits function: I worked both behind-the-scenes and hands-on.

Working with the teens was always one of the highlights of my day. Teen Lounge is unique in the autonomy it allows the teen members: they choose their own teachers and workshops, vend their work at craft festivals across the city, organize events, and use the space however they want. My work with them was very hands-off, but I was able to help facilitate small, lower-sensory environments on busier days.

I chose to focus my presentation on documentation: I did not take photos every day at Fleisher, but the times that I did were incredibly memorable and fun. I spent a few nights photographing adult evening classes. My main objective was to take photos of classes that were dynamic and showed the fun, community-building aspects of Fleisher’s classes. I never wanted my photos to look boring or overly academic, as that is not the environment I observed. This was a very fun way of both practicing my photography skills, which I haven’t used for most of college, and getting to know the students and faculty of the adult programs. I also spent a few days in Teen Lounge both taking pictures and conducting interviews for a grant application.

I am so grateful for my experience at Fleisher, and it has gotten me interested in the world of arts in communities outside of museums.

Annalise Ashman, BMC ’24

Connecting the Past to the Present: African Collections at The Penn Museum

Semester: Spring 2024

Praxis Course: HART B420 Museum Studies Fieldwork Seminar

Faculty Advisor: Matthew Feliz

Field Site: The Penn Museum

Field Supervisors: Dwaune Latimer with the support of Larry McClenney, Sister Anne McCloskey, and Monique Scott

Praxis Poster: 

AnnaliseAshman_Poster_FinalS24

 

Further Context:

Reflecting on my recent collections management internship at the Penn Museum, I immersed myself in a world of artifacts, databases, and exhibition research within the African Collections. Under the supervision of Dwaune Latimer, the keeper of the African Collections, I embarked on several research projects to delve deeper into the museum’s behind-the-scenes operations.

At the beginning of the internship, my primary goal was to gain insight into how museums process, catalog, and organize information within their databases, mainly when the collections are often used for research purposes to support academic and curatorial projects. I was eager to expand my knowledge and skillset in object handling, database management, and archival research. From day one, I learned the ins and outs of inventory, data entry, and archival research, focusing on artworks and objects from Ghana. I compiled a list of over one hundred objects, including the use of Adinkra symbols, a visual language rich in cultural significance and symbolism in West Africa. Throughout this process, I gained a deeper understanding of how these symbols communicate ideas about culture and identity through objects like gold weights, stools, knives, and curtains. Among my other projects, I also researched Moroccan jewelry-making done by the Amazigh or Berber people to provide an updated illustration of how one of the original necklaces in the collection may have looked.

Beyond the technical aspects of collections management, the internship also afforded me invaluable experience working with objects. The knowledge and skills I have gained will undoubtedly serve me well in future endeavors. As I bid farewell to the Penn Museum, I carry a new experience of dedicated research and hands-on learning.

Anna Keneally, HC ’26

Loom Weights and the Humanity within Objects not on Display

Semester: Spring 2024

Praxis Course: HART B420 Museum Studies Fieldwork Seminar

Faculty Advisor: Matthew Feliz

Field Site: The Penn Museum

Field Supervisor: Katherine Blanchard

Praxis Poster: 

Anna Keneally_Poster_Final S24

 

Further Context:

During my time at the Penn Museum’s Near Eastern collection, under the supervision of Keeper Katherine Blanchard, my main tasks involved rehousing various artifacts from the Beth She’an site, located in modern-day Israel, and photographing them for inclusion in the digital database accessible to researchers. As we removed the objects from their original packaging, we ensured that each piece was accounted for before photographing them and placing them in new, clean bags. Each shelf and drawer presented a new array of materials representing different troves of material culture, stratified by excavation level and object type.

The Beth She’an site, which was my primary focus, was excavated in 1921. Over several excavation seasons, the museum acquired over 8,000 artifacts for its permanent collection, despite half of the finds being retained by the host country and now housed in the Rockefeller Museum in Jerusalem. For photography, we employed “shot-on” and “shot-down” techniques depending on the orientation of the objects. “Shot-on” photography emphasized the third dimension, ideal for objects like bowls and amphoras, while smaller items without a prominent third dimension, such as sherds, didn’t require this approach. By photographing and arranging the objects, I gained insights into their original use, enhancing my understanding and appreciation of their cultural significance.

Throughout this experience, I frequently photographed and rehoused loom weights, totaling over 100. Loom weights, typically made of clay or stone with a hole for securing strings on a loom, may appear visually similar at first glance. However, handling a large number of them allowed me to appreciate their diverse shapes and sizes, revealing the human aspect of material culture. Unlike artistic objects, loom weights prioritize function, serving as practical tools used in daily life. This aspect resonates with my love for material culture, as these artifacts provide glimpses into the lives of past peoples through seemingly mundane objects.

This experience afforded me the freedom to indulge my curiosity, challenging my interpretations of the past and deepening my interest in cultural heritage preservation. Not every day in a museum’s collections yields a significant find or groundbreaking discovery, but my passion lies in safeguarding objects for future generations, interpreting complex histories through visual culture, and connecting with past civilizations through the artifacts they left behind, even if it’s something as humble as a loom weight.

Liz Larsen, BMC ’25

Sherd Analysis & Database Creation: Hajji Firuz

Semester: Spring 2024

Faculty Advisor: Jennie Bradbury

Field Site: Penn Museum

Field Supervisor: Katherine Blanchard

Praxis Poster: 

Liz Larsen_Poster_Final_S24

 

Further Context:

This semester, I engaged in an independent study in the Near East section of the University of Pennsylvania Museum of Archaeology and Anthropology under the supervision of the Keeper, Katherine Blanchard. I was given several options for projects and ultimately selected an endeavor concerning a specific site in North-Western Iran: Hajji Firuz Tepe.

On-site, my responsibilities centered around data creation, photography, and data entry (in that order). I’d pull out and process one tray of ceramic sherds at a time, writing down their object and area numbers and creating a short description. Then, I’d move on to photography and ultimately digitize my gathered data for upload to the public database on the Penn Museum’s website.

When approaching this opportunity, I adopted a set of intentions for my research. The first of these was to explore and then implement the approaches and techniques archaeologists utilize in ceramic analysis. Along the way, I hoped to familiarize myself with the archaeology of the given region and chronological period and then unpack points of academic discourse specific to it. The goal in selecting these aims was to orient myself towards gathering data for a cumulative final project that would allow me to demonstrate an understanding of ceramic analysis via its application.

As the semester began, a couple of things became clear:
1) The material that I had been directed towards processing was not primarily from Hajji Firuz and instead was a mix between it and two other sites that had also been excavated in the region around the same time: Dalma and Pisdeli. In fact, the material from Hajji Firuz was squarely in the minority.
2) Given the newly realized range of material (as my chronological timescale roughly doubled in span), it would be difficult to use my data as a case study for considering the discipline of ceramic analysis generally.

As my project continued, I shifted my focus toward the discussion and ontology of chronological and cultural transitions in ceramic analysis. Also, in response to the range of material I was dealing with, I chose to integrate my simultaneous studies in computer science and use Python to analyze the data I was creating. This helped me to select a smaller sample of the pieces that I have processed, specifically ones coming from a couple of stratigraphic layers at Dalma, which I am including in the mock pottery analyst’s report that will serve as my final project.

Charlotte Yuan, BMC ’24

Public Policy: Economic and Health Policies

Semester: Spring 2024

Faculty Advisor: Seung-Youn Oh

Field Site: The Institute for Public Policy and Economic Development

Field Supervisor: Jill Avery-Stoss

Praxis Poster: 

Charlotte Yuan_Poster_FinalS24

 

Further Context:

In this Independent Study Course, I developed a curriculum seeking to deepen my understanding of economic and health policies at the regional level. To prepare for my graduate school of public policy in fall 2024, I applied to the Research Intern position at the Institute for Public Policy and Economic Development, hoping to understand public policy in a professional context and think about how real-world policymaking differs from theoretical framework. The Institute is a research organization that provides customized client solutions and strategies to facilitate decision-making that enhances growth, impact, and sustainability in Pennsylvania.

Throughout the internship, I completed four different assignments, enhancing my quantitative data analysis, communication, and problem-solving skills. One of my favorite projects is writing a white paper on Baby Bonds, which are publicly funded trust accounts for children of low-income households. This allowed me to learn about how this policy can have a positive impact on children in Pennsylvania by reducing the racial wealth gap, while recognizing potential challenges of passing the legislation, such as the amount of funding it requires. In the white paper, I provided a comprehensive report on the benefits of Baby Bonds and suggested recommendations for policymakers to overcome potential challenges. These experiences help me to connect the readings on public policy and the real-world impact, bridging the gap between theory and practice.

Kira Elliot, BMC ’24

The Practice of Theories of Transformative Justice

Semester: Spring 2024

Faculty Advisor: Joel Schlosser

Field Site: Youth Art & Self-Empowerment Project

Field Supervisor: Sarah Morris and Gabby Jackson

Praxis Poster: 

KiraElliot_Poster_Final_S24

 

Further Context:

In 1995 the Pennsylvania General Assembly passed Act 33 of Special Session 1. This act requires individuals between the ages of 15 and 17 charged with certain felonies be charged in adult court if they meet certain requirements, such as the use of a weapon during the alleged crime (ACLU). The process of charging and trying a child, under the age of 18, as an adult in adult court is called Direct File Juvenile (DFJ). However, Pennsylvania actually has no lower limit for the DFJ process; kids as young as 11 have been charged as adults, and sentenced with adult prison sentences, in the state of Pennsylvania. The DFJ process has been admittedly manipulative, cruel, and an abuse of power by the District Attorney’s Office in Philadelphia County. However, every day children are still being treated as adults in this unjust, unproductive, and unnecessarily punitive system.

The Youth Art and Self-empowerment Project (YASP) is a youth-led movement focused on ending the DFJ process, restorative justice, and using community power to transform the legal system. Their aim is to build a world where there are no kids in prison and to create new possibilities for youth around the city. My internship with YASP focused on court advocacy, DFJ data tracking, and their youth led Participatory Defense Hub. I track data on DFJ cases, importing aspects of data available on a young person’s docket (the sheet which includes their incarceration placement, court hearings, lawyer, bail information, etc). All of this information is public record and public information alongside all adult arrests. I also attend court every week and take notes on aspects of the case relevant to the decertification process. Decertification is a legal motion that advocates for the judge to move the DFJ case back to the juvenile system, where it should be. For the defense lawyer, this requires presenting a strong argument that the young person would benefit from the counseling, and education available in the juvenile justice system. I use this information I gather in court to assist with YASP’s Participatory Defense Hub at YASP Participatory defense is a community organizing model that empowers individuals and communities to actively participate in the defense of their loved ones facing criminal charges. YASP’s Hub is a grassroots response to mass incarceration, the purposeful confusion of the court system, and rooted in community based knowledge sharing. Going to court helps with participatory defense because there are many things said in the courtroom that aren’t put on the dockets as public information–this includes any conditions that a young person may have agreed to for decertification.

Being an intern at the Youth Art and Self-empowerment Project has been life changing. It has allowed me to apply my academic skills to invaluable work in Philadelphia County. For me, bringing the theoretical into practice is an important part of learning–it elevates political theory and has allowed me to be an effective, useful, and helpful member of the Youth Art and Self-empowerment Project. This has made me a better student and a stakeholder of the community. It has also shown me a path toward the work I aim to dedicate my life to. The internal politics of the District Attorney’s Office, including which court rooms DFJ cases are sent to, and which judge oversees hearing the case, can directly impact young people’s lives, for better or for worse. However, community focused abolitionist work is effective and transforms the lives of Philadelphia youth.