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A powerpoint for a presentation at the 2014 National Art Education Association Conference (NAEA) in San Diego. Describes work done in the studio classrooms at the Indianapolis Museum of Art
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100 Languages in the Museum Studio Classroom
Cara Lovati [email protected]
Coordinator of School Collaborations
Indianapolis Museum of Art
54,000 Objects
130 Years
152 Acres
275 Staff
414,000 Visitors
About the IMA
2 Historic Home Estates
Art, Nature, Design
Audience Engagement vs. Education
Project Beginnings
The Hundred Languages No way. The hundred is there. The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking. A hundred Always a hundred ways of listening of marveling, of loving a hundred joys for singing and understanding a hundred worlds to discover
They tell the child: to discover the world already there and of the hundred they steal ninety-nine. They tell the child: that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together. And thus they tell the child that the hundred is not there. The child says: No way. The hundred is there.
a hundred worlds to invent a hundred worlds to dream. The child has a hundred languages (and a hundred hundred more) but they steal ninety-nine. The school and the culture separate the head from the body. They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and at Christmas.
So, what did we do?
Our Muses: The Portland Children’s Museum
Draw a picture or write about what you made today: My Sculpture is a summary of when you really want something and you finally achieve it even though it was risky you were able to overcome many obsticales during trying to like my mouse he got the cheese and got past the pit of snakes and hes happy! 9-23-12 Iseyda L. Age 10
Our Muses: The Portland Children’s Museum
Our Muses: The Children’s Museum of Indianapolis
Playscape Gallery
Our Muses: The Children’s Museum of Indianapolis
Playscape Art Studio
Our Muses: The Opal School
Portland, OR What can cardboard and tape do?
What stories live inside of these materials?
Our Muses: The Opal School
Portland, OR
How can you capture the feeling of wild using line, pattern, shape, and texture?
What happens when lines meet on paper?
What might happen with these colors today?
IMA Studios (on a good day)
Learning Environments
Classroom Art Room IMA Studios
“Home Base” where students spend most
of their day
Students make things here, and usually visit
once a week
Drop-in art making, classes, field trips,
camps, project prep, for everyone
Personal spaces for students (desks), display of work
STORAGE (materials and projects), display
areas, flexible furniture
Options for every type of program
~25 ~25, per class period 25-60
Grade level Grade level, per class period
Many
6 hours, 30 minutes 30-55 minutes 30 minutes- 7hours
Many Art Art and more…
Probably Hopefully Nope
GOALS:
• Clean and organize
• Display student work
• Inspire curiosity about materials and the process of making
• Start a larger conversation with my colleagues
Phase 1: Small-scale, low cost
IMA Studio Displays (Before and After)
Before After
IMA Studio Displays
Viewfinders School Program Makeover
Before After
Viewfinders Activity Prep
Viewfinders Activity Prep (aerial view)
After
Viewfinders Activity Prep (student work space)
GOALS: • Bring more natural materials into the studio
spaces (space renovation, update furniture) • Create a rotating and ongoing display of student
work • Develop consistent, supportive studio language
guide for IMA staff and Teaching Artists • Bring Reggio Emilia inspired spaces to the
galleries • Bring Reggio Emilia inspired spaces to our
grounds and gardens
Phase 2: Things to come
Documentation and Display
What shape tells your story?
How would YOU describe YOU using shape, number, word?
Inspiring Questions
What are the opportunities of open-ended questions?
How might questions inspire your students’ curiosity?
What stories will our students tell, if we ask?
Our Muses: The Opal School
Portland, OR
How can you capture the feeling of wild using line, pattern, shape, and texture?
What happens when lines meet on paper?
What might happen with these colors today?
Questions?
Artist Statement: I felt some kind of music sparking in me that went along with the painting and I just painted along with the song. I put lots of pictures in my head with a big orchestra song thing. Fase to Fase (Face to Face) by Hattie, Grade 2