Museums in Education
There are many ways, methodologies, activities to address the topic of art.
What we apply, the first look – integrated program of visual arts, based on three assumptions: Contemplating / enjoy, Interpreting / reflect, Try / create.
In the original or reproduction, it is a program that proves that art is not only for experts, it is for everyone from us. We have to create methodologies that allow us to make it accessible to the public: children, youth or adults.
It can be applied to any cultural space, with different expressive modalities. Also can be applied in the architectural or historic heritage, in nature, urban art , etc.
But we must be careful to choose good works.
To analyze the works of art through the comparative method, identifying similarities and differences of a thematic nature, experiential, formal and stylistic
We use comparative method.
We have several options, for example:
Concepts: we have to select and then choose the works where they are easy to identify.
Works of art: we have to choose and realize what we want to work (a form of expression, technique, theme, etc.)
Author: choose their works and what we want to develop from them.
We know well what we want to work for this we must make a good collection of formal contents, stylistic, plastics etc. so that we can study them and get to work them safely. If someone asks us something and we do not know, we must say that we do not know and that we can research and then report, there is no harm.
We must know how to listen and try to get everyone to participate, so we should not propose very complicated and difficult to understand things. But we can go deeper content as it develops the work.
We can make a file with the most important information we want, which does not mean we cannot talk about other things that come up during the dialogue or the proposed activities.
If we can, we must work the work as a whole, talk about the contents and plastic concepts, technique, author, etc. and then work in more detail the concept we want to approach.
Then we do a session plan, depending on the time available.
This plan must enter the theme, objectives, materials needed and the description of the session (mediation activities and the production / plastic experimentation). This session plan helps us to materialize the program’s three assumptions.
We are mediators and facilitators of dialogue.
The Mirror game can show that the works should not be touched
The object game – in which each can have its interpretation (as in art)
Contemplation / enjoyment (in the museum or in the classroom)
We can begin by observing the works, and then we can start the dialogue in many ways with measurement activities that facilitate the verbalization of ideas and opinions.
Interpretation / reflection
– Bag game (I can work the shape or texture, for example) each can have a bag with an object in and can only feel it with your hand, cannot see it and to establish a comparison with one or both the works that are to be observed. Or the bag can be only one and each will sense and then say your comparison.
– Pieces of a puzzle (each places a piece and says something about the work)
– Each can write a word about one of the works (or on the two, or three)
– Can have a word on paper and having to relate to one of the works
– There may be a card with a question and have to find the answer in one, or more, of the works.
– Can perform the activity diagram (on paper, with arches or spherical shapes, or colored ropes)
The dialogue should be initiated in a simple manner with the question: what you see / what do you think? / Why you say that? / Say more? / Where? / How? / Want to come here and show us? / do you agree? / Someone has another opinion? Etc.
The concepts can be reinforced with viewing other works.
Perform the game stylistic analogies (common elements between different works).
Try / create
It should not be a copy of what they saw. Should apply the same concepts that worked and not try to do the same. The proposal must be easy to understand. Should be careful and work with commitment and quality (not spoil materials and labor) .
The work can be individual or collective.
May involve dance, music, drama, video, etc.
Must be creative and try to do what has never been done. Should exceed what they already know and do not fall into stereotypes.
Try to do different activities and plastic productions (drawings, paintings, photography, video, installation, assemblage, sculpture, collage, etc.)
A cloud can be color pink or green with black spots and a thousand and one shapes. It is a matter of creativity and imagination and this is what we must insist. But always have the notion that we are not trying to teach people to be artists, but to develop arts education. To develop aesthetic sensibility. So they should learn the artistic language (as well as learned to read and learn mathematics, art also has its own codes). One thing is art education, another is the artistic education.