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Zoomify skins not showing on mobile3/4/2023 ![]() For example, let’s say we’re going to tour an exhibition about portraits. They have to form a bridge between their experience in the world and what they see in the museum. We have found major success touring high school students when we let them talk about themselves and what they know. Book jacket essay relating the artwork to the book:īeach Musem of Art, Kansas State University 3.You can include factual information about the artwork or you can discuss how the artist creates a mood or feeling that matches your book. Your essay should explain to the reader how the artwork relates to your book. Inside the book jacket you credit the artist and artwork and write a brief essay about why you chose the illustration you did. Then you need to choose a cover illustration for your book from the works on display in America Seen: People and Place. You will need to title your book first and briefly explain what it is about. You are an author you are writing a book (it can be fiction or non-fiction) about American history between 19. You are having friends over for dinner – plan a menu that would go well with your new artwork. What music would you have on the stereo to go with your artwork? What book(s) would you have on the coffee table to go with your artwork? What other furniture will you have in the room – what style, what colors? What colors are the walls and carpet? What other artwork would go with your piece? You have sold your first painting and have enough money to buy one work from the Kansas Artist Craftsmen Association exhibition.Ĭhoose a piece and design your loft apartment around it. You are a young artists who has just moved to New York City and are living in a one-room loft apartment. Some things to consider: The artist’s technical ability, the importance of the artist or the work, the message of the work, the historical value of the work, and the collections mission of the Museum. Which one is it?Īfter the tornado is over the Director wants to know why you saved the piece – your job depends on your answer! The tornado siren goes off, you are in the galleries, and you have time to save one piece of art. You are the curator of the Beach Museum of Art. Often we include reflective projects/guidance – again depending on the needs of the teacher.įor example, a high school art class might be introduced to aesthetics/ DBAE and then given a fun assignment that could be used as part of their writing portfolio. After a minimal amount of time touring – an introduction of exhibitions or concepts, depending on the need of the teacher – we give the students time to look on their own. Our solution has been to offer a very different type of tour for high school students. Even some of our college students are reluctant to speak in a crowd on tours. They also dislike being controlled by adults. At this age level peer pressure is heavy and the fear of giving a wrong answer is intense. Over the years I have learned that quiet does not always mean disengaged. We have also found that high school students are very quiet. ![]() The biggest issue – the students won’t say anything! Can anyone recommend strategies for successful experiences for teenagers? Is it realistic to expect overt engagement and discussion? What advice can I give these docents who love the art, know so much, and have had such wonderful success engaging younger visitors? While this art museum successfully attracts thousands of school children for its various “art looking” tours, and teachers report high degrees of satisfaction with their experiences, we find the docents are increasingly uncomfortable touring high school students. Recently, there was some interesting discussion on the museum-ed list about how to get through to high school students in a museum, in particular an art museum.
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