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Walk, Wonder and Create

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BC: The End

FC: The Walters Art Museum Exploring Art of the Ancient Americas: The John Bourne Collection Gift | Seated Male Figure with Incense Burner Mexican (Remojades or Nopiloa), AD 600-900 (Late Classic) earthenware H: 6 7/8 x W: 4 15/16 x D: 4 5/8 in. (17.4 x 12.6 x 11.7 cm) TL.2009.20.222

1: The Exhibit Exploring Art of the Ancient Americas: The John Bourne Collection Gift is an exhibition of 135 artworks dating from 1200 B.C.–A.D. 1530. The cultures that created these works resided in Mexico, Central America and Andean South America. The exhibit, February 12–May 20, 2012, incorporates politics and religion and features the imaginative and functional pieces used to strengthen community and religious beliefs. | Deer Mask Veracruz Culture, Classic Period, 500 -800 CE Mexico (Veracruz) Earthenware 2009.20.2, gift of John G. Bourne, 2000

2: The Problem: How to engage school-age children and their families? | Waltee The mascot for family programs at the Walters Art Museum. http://thewalters.org/programs_art_museums/family/waltee.aspx

3: The Solution: Create a fun, engaging and interactive program that focuses on a specific theme within the collection or exhibit. Target your audience using different modalities and make the program free and convenient for families. Create a positive learning environment that promotes discussion and personal connections. Create opportunities for visitors to experience the program and interact with each other in a meaningful way.

4: The Program Walk, Wonder & Create Tours are geared towards children ages 6 to 8 years of age. Raining Bats and Dogs began with a pre-visit introduction to the exhibit which included locating on a map where the art originated and exploring children's current knowledge of dogs and bats. Once in the exhibit, further discussion relating to specific artworks occurred. Along with photographs, everyday objects such as a clip and a slinky, were used to construct further knowledge and create tangible connections. The educator introduced one additional animal, a llama, and explained the animals' use to people from the past and present. The program concluded with a hands-on art project for the children and the parents to create together and take home.

5: Dog Effigy Vessel (Xoloitzcuintli or Techichi/Tlalchichi) Colima (Comala Style), 100 BCE - 300 CE, Mexico Earthenware, red and light brown slip paint 2009.20.63, gift of John G. Bourne, 2009 | Pedestal Dish Macaracas (Joaquin Polychrome), 600 - 800 CE Panama Earthenware, slip paint TL.2009.20.205, promised gift of John G. Bourne

6: The Problem: How do you create an environment that is fun, imaginative and offers tactile experiences while staying true to the institutional mission? | The Problem: How do you create programming that uses the collection, in a way that is worthwhile for both the visitor and the museum and encourages return visits?

7: The Solution: The program is 45 minutes long with a very specific theme, in this instance it was animals. The children have opportunities to make connections visually, through their interactions with peers and adults, and with hands-on activities. Points of interest on the tour, topics and discussion are age-appropriate. Stops are about 5 to 10 minutes in length. Monthly themes are designed around the collection, special exhibitions and family festivals, and the interests of this age group.

8: If you could be an animal, what would you be and what could you do as that animal that you cannot do as a human? | Dog Effigy (Xoloitzcuintli) Colima (Comala Style), 100 BCE - 300 CE Mexico Earthenware, red and black slip paint 2009.20.51, gift of John G. Bourne | Llama Effigy Chancay, Late Intermediate Period, 1000 - 1470 CE Peru (Chancay and Chillon River Valleys, Central Coast) Earthenware, slip paint 2009.20.49, gift of John G. Bourne | Man's Hat Wari, Middle Horizon, 600 - 900 CE Peru/Bolivia Camelid Wool TL.2011.20.13, on loan from Michael de Havenon

9: Llamas provided a medium that was not only for practical use but for art. Wool from a llama was woven to create tapestries, clothing and hats. | What animal is this? | Relating the animal to the art form of weaving wool to the finished product, the children participated in an experience activity. The children, in groups, practiced the over-under technique of weaving with large brown paper sheets and both colored strips of construction paper and yarn.

10: The Walters Art Museum has designed a special space for families to learn through imaginative play, stories and art.

11: The tour includes a museum educator; trained and comfortable interacting and engaging young visitors. The program begins and ends in a space specifically created for children.

12: From the exhibit | Hands-on Craft Activity | Yarn art sample | Art Project

13: The space and materials

14: The Problem: How do you know if your audiences' needs and goals are being met? | Our programs and interpretive materials encourage a variety of approaches to looking at, talking about and creating art in order to support creativity, curiosity and critical thinking. Audiences of all ages can experience and enjoy art together. http://thewalters.org/programs/family/ | The Solution: Ask them. The use of summative evaluation allows for educators to understand to what degree the goals and objectives of the program were met. Evaluations provide qualitative and quantitative data that can lead to better understanding of what works and what does not and allow for educators to make their programs better.

16: Huichol Yarn Painting Puzzle

17: Observations: The children participated, asked appropriate questions and seemed engaged in all aspects the program. The majority of the parents, however, appeared disengaged. The tour did not lend itself to social interaction among parents. The hands-on art activity provided the only forum for parents and children to interact. I believe the program was successful from the child's perspective, however, was lacking for their adult companion. Although many parents and adult companions will view the program as successful based on their child's experience, more should be done to instruct the parent and create opportunities for a collaborative experience. | End Notes

18: References: Bingmann, Melissa, Tim Grove, and Anna Johnson. (2009). “Families and More.” In The Museum Educator's Manual. Lanham, Maryland: Alta Mira Press. Pg. 75 -94 Cutler, Nancy. (2009). "Evaluation." In the Museum Educator's Manual. Lanham, Maryland: Alta Mira Press. Pg. 117 - 127 Falk, John H. (2009). Identity and the Museum Experience. Left Coast Press, Inc.: Walnut Creek, CA.

19: Rutherford, Janice Williams. "Museums. (2008) " In Arts and Cultural Programming: A Leisure Perspective, edited by Gaylene Carpenter and Doug Blandy, Champaign, Illinois: Human Kinetics. Pg. 185-198 Walters Art Museum. http://thewalters.org/ accessed on 3 15 2012.

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Suzannah Hopkins
  • By: Suzannah H.
  • Joined: over 4 years ago
  • Published Mixbooks: 1
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About This Mixbook

  • Title: Walk, Wonder and Create
  • Museum Visit Photo Essay
  • Tags: None
  • Published: over 4 years ago

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