Inclusion, Not Accommodation

Everything has been going great at the museum. I've been busy and happy here, and I’m sad that I only have a few weeks left! Here is an update from a few weeks back. One of my goals for the summer is to discover and hone my museum education skills, so this post is dedicated to answering some of my questions about teaching in a museum.

Tuesday, June 17, 2014

The education department at the DMA believes that the museum/art is for everyone, and I have seen this summer ways in which they are trying to be a more inclusive museum. The DMA is by no means perfect, but the staff is actively trying to reach more people and to better understand their already diverse audience. As an education staff, we talk a lot about learning styles. I think it helps us be more mindful that every visitor that we meet learns in a unique way. We have also discussed that it is better to be prepared to teach to many different learners at any given moment instead of accommodating someone at the last minute. Emily has so eloquently put it, “be inclusive and not just accommodating.”

On Monday I helped lead a tour at the Museum for students with visual impairments who either have low vision or are blind (here's a link to some photos of the tour). These students from DISD ranged in age from kindergarten to 8th grade and had varying levels of sight. Some could see quite well and others could not see at all. They were SO excited to be at the museum, and I was so excited to have them.

For this particular tour we were not sure what kind of learners we would have. We just knew that not all of the students would be visual learners and that a few students would not be able to see at all. So this tour was especially focused on experiencing art with all five senses. Some teaching tools that we used to engage different senses included smencils (colored pencils that smell like fruits and sweet treats), kinetic sand, sound bites from nature, constructive materials such as raffia and feathers, and jellybeans. These tools helped engage the students with the art in interesting ways and they started conversations that may not have been had if the tour was solely focused on using sight. We were also given special permission to touch some of the art in the sculpture garden! The students absolutely loved it.

Students feeling the details of a Barbara Hepworth statue in the garden.

When touching the Ellsworth Kelly sculpture we talked about texture, temperature, and negative/positive space.

Something I have known about myself, but been able to employ here at the DMA, is my strength in teaching to individuals. Although I love teaching to groups, my favorite type of teaching is one-on-one. Because I have not taught an entire lesson by myself, each tour that I assist with I have been able to choose at least one visitor in the group and stay with them throughout the tour. I love asking them what they think of a work of art and other personal questions (such as, do you draw? Or, is the subject of this painting interesting to you?).

Not all visitors want to talk about the art because every visitor has a different learning style. But if I can help someone connect to a work personally or if I can listen to them tell me what they are learning, I consider my day at the Museum a success. With this tour in particular I had one student kind of latch on to me from the beginning. Her name was Angel and she was precious. Angel was finishing the 4th grade, and it was her first visit to the museum. Talking about the art was important to her learning process, so I made sure to find her at least once at every station and ask what she thought about the art. She really enjoyed the tour, and had such wonderful things to say about the art. Before she left she asked me if she could work with me at the museum. I told her that if she kept going to school and worked really hard that maybe one day we could work at the Museum together! She was very sweet and an excellent student. She made my day!

Kevin touching a mini reproduction of Jasper Johns' Device.

Angel and I talking in the back.

Angel suggested that the paint sticks on Device look like windshield wipers and we all made a wiping motion with our arms.

This tour has made me think more about how everyone experiences the museum differently and how everyone experiences life differently. It's so important to think about how others are thinking and feeling especially when you are teaching. We all have so much to learn when we put ourselves in someone else's shoes!

I love this place!

Is it really almost July?! Time really has escaped me, and I feel crazy busy with the internship, my paying job, and a summer class. But I can also tell that the experiences have been super rewarding thus far!

Compared to what I anticipated back in May, my internship at the DMA has been pretty much on point. I've been able to work with visitors, help brainstorm/develop projects and programs, and even visit more exclusive sections of the museum (a staff badge goes a long way)! 

I've been working with the C3 staff here on my summer project, and we're well on our way to seeing it through. They've encouraged me to pursue my love of creating cross-cultural connections using social media and smart-phone literacies, all within the galleries! 

The Center for Creative Connections facilitates and develops the "Pop-up Art Spots," which are portable art-making stations that travel around the galleries. Each week, the cart with the supplies is moved to a different location in the permanent collection, and is open to visitors of all ages everyday from 11am-2pm. The activities available at the "spot" also rotate, to have activities specific to its surroundings. Currently, there are four locations in the rotation, and my project is to develop a fifth! I'm working on a "Pop-up Tech Spot" that would allow visitors to use iPads in the galleries, and we're working toward activities that make use of Snapchat, Spotify, and a mapping visualization. 

They're big on testing out ideas here at C3, which is a great approach I think. One cannot have "Creative" in the title, if there's no room for constructive play! We often look or ask for feedback from visitors, to build and adjust our activities, both in our gallery space and the "spots." Because of this affection for trouble-shooting, the testing of my "Pop-up Tech Spot" will be the focus of the July "Late Night Art Bytes" program. 

You're all invited to come check out the program! It will be during the monthly "Late Night" program on July 18th, most likely from 7-9pm, located in one of the galleries! As usual, general admission is free.

Picture by Brittany Garison

I found this written on one of our activity tables here in C3. It sums up my summer so far!

Thanks for reading.

How quickly time flies!

Already the last week of June and so much yet to do this summer! Responsibilities at UT Southwestern Medical Center have included walking to many of the huge buildings on the four (yes, there are four!) campuses to record information about art in place. Thank goodness there is a shuttle that rotates among the North Campus, South Campus, East and West Campuses. My supervisor and I work together to input the artist, title, date, media, dimensions, location, and a current photographic image. Then we return to the office to complete any research needed for particular pieces. Although it sounds tedious, it has been very exciting to see all of the prints (lithographs, aquatints, etchings, monoprints -- I'm learning quite a bit about recognizing the difference in techniques by simply seeing the art), paintings, drawings and more that are tucked away in patient rooms, offices, and corridors. Thousands of dollars worth of art is displayed where many people never have the opportunity to enter. One kind office manager suggested that if someone wanted to see the collection on the 8th floor, they would need to make an appointment with an allergist or an arthritis specialist!

One day, a trip to the storage was necessary for selection of art that will be traded for pieces that need repair or deaccessioning -- an exhilarating opportunity for learning about Kachina dolls, cut paper works, and lots of paintings and prints. Hopefully, there will be time to develop the adult and community programming for the collection as this is one of the goals for my internship. There are still approximately 1000 pieces of art to catalog, including some amazing textiles from around the world.

As I mentioned in my last post, there have been continuing contacts with the Frisco Art Gallery as well. (One of my paintings will be displayed in the July exhibition!) There have been events such as receptions, tours for children, and art fairs. So many memories and so much fun still to be had!
 
I've enjoyed reading your posts and am so excited for all of us,
Linda East

DMA Par-tay!

On Friday night was Late Night at the DMA, which was in conjunction with the Arts District's Summer Block Party. The museum was hopping with activities in the galleries, storytelling in the theater, and yoga in the C3 space!  It was amazing seeing how many people were there working to make the event run smoothly.  As an intern, I really appreciated that it felt like my time was being used very well at this event.  Even though I was at the museum later than usual, it was very valuable seeing how an event like this was orchestrated!

Being A Duck

Invitation and Poster created by Caroline Holly

Being a duck is keeping me busy.  I am volunteering at two separate museums this summer.  My expectations of volunteering time at the Greater Denton Art Council (GDAC), as an Exhibition Coordinator, are many.  My role includes responsibilities focusing on all areas of exhibitions from inception, installation, and deinstallation, press releases, training and leading in a docent position, and other areas as needed.  Such as, the fourth day I hit the sidewalk all around the Denton Square for approximately three hours greeting the public and hanging American Bride posters in shops/stores.  I visited the Chamber of Commerce and several banks too for distribution of exhibit posters.  Another expectation is to meet new people and to be of service to the staff and public in whatever capacity I can  to better the museum atmosphere with my enthusiasm.  I have only spent six days at GDAC so far and believe new relationships are being built, and that my organizational skills are being appreciated.  I am working with Margaret Chalfant, Executive Director, and report directly to her.  I am keeping up with the exhibition calendar through meetings with her and John Riegelman, Facilities Manager and Programs Coordinator.  He wears many hats as does each staff member because of being a small team.  I work with Caroline Holly, Community Arts Coordinator, and Michael Schwerin, Development too.  Caroline was in my position several years ago.  Caroline created the American Brides' poster I distributed to the businesses in Denton.  We all contribute to a very large community affair.  Please come to the opening reception for American Brides as I was told I could invite a few of my friends.  Please contact GDAC to RSVP.

At the Museum of Biblical Art (MBA), in Dallas, Texas, link I will be teaching the entire staff about Art Education Theories--Visual Thinking Strategies, Thinking Routines, and Artful Thinking.  I have been asked to teach a watercolor lesson to children 8-18 years of age during Summer Kids Camp in July, and to contribute to art conversation and restoration activities.  I am working closely with staff members Dr. Valentine Robinson, Assistant Director, for daily assignments and instructions, Scott Peck, Co-Director and Curator, lessons in docent led tours, Lauren Tollett, planning art education activities and various gallery installation duties, Maria Valentina Sheets, Conservation, Inc., MA/PA-AIC/CAP and Philip Martin, Conservator, in learning about proper techniques for restoring damaged art objects, and working closely together for the Summer Kids Camp to be successful.

Currently, I am preparing to teach about using Visual Thinking Strategies in front of an Alvar Sunol painting.  The depiction of Christ Teaching In the Temple is the largest painting this contemporary artist has ever painted.  It is approximately 10' h x 30' w.  To read about Alvar go to this link.  I was thrilled to watch his painting being installed by the crew last week.  The museum staff and I will gather tomorrow for lunch and then proceed to talk about the Alvar painting in the gallery.  I will use questions such as, "What's going on in this painting?" and "What do you see here that makes you say so?" to lead the staff members through a narrative exercise.  Other responsibilities at the MBA are to put together a research binder entailing the materials used to teach the staff about Art Education, and this information will eventually be uploaded to the MBA website for everyone to access.

Story Time at the DMA

Tuesday, June 10, 2014

At the DMA the education staff is given the opportunity to lead a story time which takes place every Tuesday in the summer from 1-1:30. Story time is in the galleries and engages with pieces in the DMA’s collections. Today was my day to lead story time!

Usually there is a theme or focus for story time, so I chose to teach on place and perspective. The first piece of art that I chose to read in front of was Robert Delaunay’s Eiffel Tower in the European galleries.

The book that I chose to read with this painting is Leslie Kimmelman’s Everybody Bonjours!, illustrated by Sarah McMenemy.

       

The second painting I focused on was just around the corner: Fernand Leger’s The Divers.

The second book that I read was called Hey, Little Ant, written by Phillip and Hannah Hoose, illustrations by Debbie Tilly.

One of my goals this summer was to learn how to write lesson plans, and although story time does not require a very structured outline, I decided to try it out on this anyway. I used Leah Hanson’s lesson plans for an Arturo’s Art & Me lesson (a preschool program at the museum) as a guide for my own lesson plans. Here is a copy of my lesson plans:

Story Time: Places and Spaces

June 10, 2014

Introduction

•  Welcome the families and review the rules about behavior in art museums.
•  Let families know that we will be spending time in the European galleries for story time.

Introduction and First Story

• Today we are going to explore how artists look at place and space and how they change them.
• The two paintings/artists we are going to focus on come from France, a beautiful country in Europe!
•  In order to learn more about a very specific place (Paris, France) we will read a story about an American girl that travels to Paris. As we read, notice the different places and spaces she discovers.
• Read Everybody Bonjours! By Leslie Kimmelman.
• What kind of spaces did the girl visit?

Art Discussion

• Have the children look closely at Eiffel Tower by Robert Delaunay.
• Do you recognize this place form our book? It’s the Eiffel Tower—the tallest building in France. It was originally built to be a temporary entrance to the 1889 World’s Fair, but they liked it enough to keep it permanently.
• Show the group a photograph of the Eiffel Tour. Ask how the two are different and how they are the same.
•  Color—the colors are not realistic, so why would the artist choose these colors?o   Perspective—where would you have to be or what would you be doing if you saw the Eiffel Tower from this point of view? You might be in an airplane or maybe if you were flying! 
• Perspective is how a person views or sees something. When we look at art, artists help us see new or different perspectives—or they help us look at the world in new ways.

Second Story

• In this book, we are going to learn more about perspective.
•  Read “Hey, Little Ant” by Phillip and Hannah Hoose, illustrated by Debbie Tilly.

Art Discussion & Group Activity

• Ask the kids if they think the boy should squish the ant. Why or why not? Did the ant’s perspective help you make up your mind? Why is it important to consider other peoples’ perspectives?
• Look up at Fernand Leger’s The Divers.
• If this was your painting, what would you name it? What is going on in the painting? Is it a happy or sad painting?
• This painting is called the The Divers and was painted by Fernand Leger. Fernand was swimming in Marseille, France, which is very beautiful. While he was swimming he saw people diving off the docks and was interested in them. He would swim underwater and open his eyes and memorize what the divers looked like. When he got home he painted his memories of them?
• If you were painting divers would your painting look like this? Would you use the same colors? Would you use the same shapes? Maybe a different medium?
• Leger’s perspective is different than yours and mine. We all see the world a little bit differently, and as an artist it is Leger’s job to help us see the world in a new way! Did he do a good job?

·         Gallery activity

•       Ask for a few volunteers.
•       Have 3 kids lay on the ground in front of the painting, and have them try to look like the divers.
•       Ask for a few more volunteers to help place on the floor abstract shapes that look like the shapes in the painting. Have the other children suggest where the pieces should go.

      Overall, I think story time was very successful! The kids were engaged and participated in the gallery activities, and I was able to get more comfortable teaching on my own. Of course Emily, Amanda, and Leah were there to cheer me on, too! The group grew up to 38 kids, and no one touched the art!This activity has gotten me excited for my next teaching opportunity.

Water Play at the DMA

Today a few of us observed and helped out with a toddler art class. DMA educator Leah Hanson went over museum rules with the kids in the lobby and then took them up to the American art gallery to discuss Eastport, and Passamaquoddy Bay by Thomas Chambers. Leah led the group in talking about what kinds of things you do when you're around the water, identifying different types of boats that you find in the water (pictured above), and singing "Row Row Row Your Boat" with different action words. For example, because a sailboat is powered by wind, they sang "Blow blow blow your boat." Afterwords everyone went outside to play with some toys and water (pictured below). This was a great opportunity to interact with the kids a bit more. I worked with some of them to count plastic fish and sharks, and another kid and I grouped all of the toys by color. They were pretty smart for a group of toddlers! What a great way to spend a hot day!

Planning a story time

One of the most awesome parts of my internship so far has been using the resources built by the DMA's educators.  Having access to past programs, family guides, and tours has given me a better idea of the ways to introduces themes, provide historical information, and ask thought-provoking and meaningful questions.  In my time away from the museum, I've been working on a database that compiles the artworks used in programs, the studio activities that accompany them, and the books read in as part of the tours.  While data entry is not the sexiest task, this has given me a great opportunity to absorb hours and hours of work done by talented educators.

One of my tasks for this summer has been creating and executing a story time, which has been a great way for me to become more familiar with the DMA.  I've already spent some time scouring the cabinets of children's books (pictured above) that have been thoughtfully collected, and last week I wandered around the galleries looking for artworks that fit with some themes I found in the books.  It also helped to read through some existing lesson plans to see how books had been incorporated into tours in the past.

Right now the idea I'm most excited about for a story time has a nighttime theme.  I have begun narrowing down my list of books, which right now includes Where the Wild Things Are; Good Night, Moon; and The House in the Night.  I'm also considering in-gallery and studio activities like making nighttime drawings on black paper with light-colored pencils and crayons or drawing daytime pictures with waxy crayons and then painting over them with black or blue watercolor to make them nighttime pictures.  Perhaps we could even encourage kids to come in their pajamas!  This is still in the planning stages, but I'm looking forward to putting all of this together!