some babble on educational programming...

This weeks reading left me with a number of thoughts, so enough with the themes! Let's cut to the chase!

Different Foundations
In the context of romantic relationships, I've been thinking of the diverse foundations two people have that affect the choices, actions, re-actions, needs, and wants towards each other and the relationship itself. Similarly, In the relationship between Museums and their Visitors, or Audience and Artworks, whatever you have it, the visitor experience in the museum is shaped by the educational foundation of each person. "There is no single track that visitors muse follow to learn in museums, so educators should develop a variety of ways to engage those visitor" (Folk, p. 111). This also beings up the all-to-familiar, "learning styles" that we often use as an excuse for failing tests or ignoring the lecturer (okay, maybe just me). So yes, it is a bit of different "learning styles" but more so the multitude of experiences that an individual's educational foundation is built on should be recognized, challenged, explored and accommodated.

Museum programs should offer learning experiences for a cognitively diverse population (p. 111). This also leads to my next thought:

Immigrant Populations
Over 120 different languages are spoken in my cousin's hometown, Queens. Enough said, right?
Museums in the county cannot neglect that 7 out of 10 residents are immigrants or children of immigrants. These children are often times "a point of entry into the museum experience for their parents" (p. 114) and if family/public programming incorporates both generations for learning and engagement, the museum experience could be very very meaningful - not go mention strengthen intergenerational relationships among the families. The reality of the diverse communities shouldn't simply lead to a need for the overused said/used 'diverse programming,' it should be well embedded in the institution's philosophy, mission and goals. It's like if planners stated every single time, "This is groundbreaking: we should have elevators next to the stairs." It's a given. And diverse populations aren't crippled. Sorry.

Interactive Programming
This is talked about A LOT. Interactive spaces, technology, online guides, interactive activities, blah, blah, blah. BUT why are we still talking about it? Because we aren't doing it yet, we're doing it wrong, or we're jealous of institutions who do. The main thing is, it MUST allow/encourage human interactions as well, meaning, if it doesn't lead to social and physical interaction, than it's a bust. Why have a museum? Alls we need is a cool website, we can just learn, see, and discover with a laptop warming up our thighs. Mmmm. Cozy goodness.

Enough Said
There was a ton of stuff before and after this statement, but I dig it on it's own ;)
"...art education as a process..." (p. 113). So, there you have it, all that babble!