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Next Practices in Art Museum Education Next Practices in Art Museum Education It gives me a great deal of pleasure to introduce AAMD’s first edition of “Next Practices in Art Museum Education.” Intended to take us beyond proven “best practices,” this publication is meant to both share and spark new ideas and innovation. I hope that it also provides practical information on how museums start, support, and evaluate such programs. When this project began, we thought of choosing a representative sample of programs submitted by AAMD members. As it progressed, however, and as we saw the range and variety of what’s happening in museums across North America, it seemed only right to share as many and as widely as possible. This publication, therefore, includes all 100 submissions, covering interactions between a given audience and museum staff, whether on-site or off and whether virtual or physical. I hope you find it interesting, useful, and inspirational! Lori Fogarty Chair, AAMD Education & Community Issues Committee Director, Oakland Museum of California Next Practices in Art Museum Education 2 Albright-Knox Art Gallery New Digital Resources: Tiki-Toki Timelines and Historypin Walking Tours General/All Audiences General/All Audiences he Albright-Knox Art Gallery has launched a series of educationK-12 and exploration resources related T to its institutional history and its various collections. The resources include six timelines created using the web platform Tiki-Toki and two walking tours created Earlyusing Childhood the web and mobile platform Historypin. Tiki-Toki is web-based software used to create beautiful, interactive timelines. Integrated with Flickr, YouTube, and Vimeo, it allows users to tell multimedia storiesTeen/Pre-Teen and visualize a series of events. The museum began this project by re-creating an illustrated timeline that was recently published in an exhibition catalogue celebrating the Gallery’s 150 years of collecting.Adult The Resources for Education timeline, sponsored by BlueCross BlueShield of Western New York, and its successful Art’scool program at the Albright-Knox, provides a chronological overview ofCollege/University the rich lesson Students plans and interpretive content available on the museum’s website. This timeline will help educators more easily find content from a College Faculty specific time period to integrate into their own classroom curriculum. It also serves as a great exploration tool for anyone interested in learning more about the museum’s collection and educational materials. Family The Visionary Collecting: 150 Years in the Making timeline, which explores the history of the museum and its major benefactors, was originally developed by Curator for theTeachers Collection, Holly E. Hughes, for the 2011 exhibition catalogue The Long Curve: 150 Years of Visionary Collecting at the Albright-Knox Art Gallery. The Directors of the Albright-Knox Art Gallery timeline detailsLGBT the key contributions made by each of the gallery’s directors from 1905 to the present, while three additional timelines provide a comprehensive history of the museum’s past exhibitions, from its foundingSeniors in 1862 to the present. In addition to the Tiki-Toki timelines, the Albright-Knox has also launched two Historypin walking tours, focused on the museum’s outdoor sculptures and the architectureVeterans/Military that exists throughout the City of Buffalo. Historypin, which is often referred to as a digital time machine, is a website and smartphone Executives application that allows audiences to view, experience, and share history in a new way. This digital resource allows users to “pin” historical photographs, audio, and video files to geographic locations, Disability/Special Needs keyed by their dates. Historypin currently has more than 300,000 assets and recollections pinned. This user-generated archive encourages individuals to participate in creating a retrospective view of modern- Deaf/Hard of Hearing day cities. The website allows users to overlay historic images onto their contemporary location, creating a “then and now” effect. The gallery’s Historypin channel, which now offers five collections and two Homeless walking tours, can be explored online and through the Historypin smart phone application. The Outdoor Sculpture at the Albright-Knox walking tour allows participants usingHealth the mobile app on supported device, to explore photographs and related content about each of the outdoor sculptures currently installed on the museum’s campus, such as Jason Middlebrook’sJustice Underlife System , 2012–13, which was completed just this fall. Historypin app users can also superimpose an image of a sculpture over their current view of the work to see other works previously installed in theRefugee location, how the work may have changed over the years, and how it looks in different seasons. A tour of Buffalo architecture, inspired by the museum’s 1940 photography exhibition Buffalo Architecture,Bilingual/Non-English 1816–1940 Speakers , is also available on the Albright-Knox’s Historypin channel. Next Practices in Art Museum Education 3 General/All Audiences K-12 The Andy Warhol Museum DineEarly Childhood and Discuss Teen/Pre-Teen Teen/Pre-Teen Adult College/University Students College Faculty Family Teachers LGBT Seniors Veterans/Military Executives Amidst Caldwell Linker’s “All through the Night” photo series, Dine and Discuss participants meet other teen leaders, investigate the intersection of art and documentation, and engage in conversationsDisability/Special aboutGeneral/All NeedsLGBTQ Audiences issues. Photo by Caldwell Linker. Courtesy of The Andy Warhol Museum. Deaf/Hard of Hearing K-12 ine and Discuss is an after-school teen program at The Andy Warhol Museum, which empowers D young people to place dialogue at the center of the table. A group of HomelessteensEarly meetChildhood one day per week for two hours, over the course of six weeks, and develop an art happening in response to an exhibit at the museum. The happenings materialize as dinner parties fully designed andHealth facilitatedTeen/Pre-Teen by the teens; they curate the food, the guest list, the aesthetic, and the dialogue—all in response to the central exhibit. Dine and Discuss embraces food, art, and inquiry as a site for teen-led communityJustice System building.Adult College/UniversityRefugee Students General/All Audiences Bilingual/Non-English SpeakersCollege Faculty Amon Carter Museum of American Art Day CareK-12 OutreachFamily Program Early Childhood Early ChildhoodTeachers • Teachers he Amon Carter partnered with the non-profit organization Educational First Steps to develop Teen/Pre-Teen LGBT T an outreach program that introduces the transformative power of art to very young children, who may not otherwise be exposed to visiting museums. As partAdult of the Day Care OutreachSeniors Program students ages three to five participate in a multiple-visit initiative, which brings the museum’s professional gallery College/University Students Veterans/Military College Faculty Executives Next Practices in Art Museum Education 4 Family Disability/Special Needs Teachers Deaf/Hard of Hearing LGBT Homeless Seniors Health Veterans/Military Justice System Executives Refugee Disability/Special Needs Bilingual/Non-English Speakers Deaf/Hard of Hearing Homeless Health Justice System Refugee Bilingual/Non-English Speakers teachers to Educational First Steps-assisted day care centers, and then brings students to the museum for three subsequent visits. Educational First Steps’ mission is to improve the quality and availability of early childhood education for economically disadvantaged children, and many of the children who are served by Educational First Steps-assisted centers have rarely, if ever, visited an art museum prior to the program. This multi-faceted program teaches children to appreciate a museum setting in a logical and caring manner, and provides them with rich, “beyond-the-classroom,” learning experiences. The process involves the gallery teachers first visiting with students in the comfort of their own classroom settings. The gallery teachers carefully describe the experiences students will have when they visit the museum and introduce them to museum etiquette. Following this preparatory visit, Educational First Steps’ students visit the museum three times during the year to participate in hour-long inquiry-based tours that include close looking at works of art, object-based conversations, art-making activities, and related children’s literature. Through age appropriate activities, keen observation skills are cultivated, social and emotional behavior is reinforced, and fine motor skills are emphasized. Most importantly, the program encourages a comprehensive appreciation and interaction with art, such as taking a closer personal look, freely sharing ideas and opinions, listening to related books, and creating personal art projects based on students’ newfound knowledge and inspiration. The Day Care Outreach Program aims to connect the physical, social, and cognitive skills of Pre-K students with related skill building, collection-based gallery activities, questioning strategies, and art projects. It also promotes creativity and encourages positive group dynamics while introducing young visitors to a museum setting through positive experiences. When developing these experiences for day care students the Amon Carter’s educators looked to early childhood education specialists to ensure the program’s goals, pedagogy, activities, and language were appropriate for this audience.
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