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| Created by
Janet Go
janetgo(at)stanfordalumni.org
Sheila Vyas
sheilavyas(at)stanfordalumni.org
We created View for our masters’ project in the Learning, Design, and Technology program at Stanford University.
Please contact us with any questions for comments. |
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| To build our understanding of learning in art museums, we examined the issue from the perspective of the novice visitors, the museum, and art educators. |
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Novices consistently want labels, tours, and other learning opportunities that would help them see more or give them a “very basic idea about ...what you are looking at”. |
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In general, novices take a very reactive stance in their looking and hope that somehow a painting or sculpture will “knock their socks off,” move them deeply, or simple make them feel good. |
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Novices are quick to form judgements about what they like and dislike or whether something is “good” or “bod” and frequently confuse the two. If they like something, it’s “well done”. If they don’t, it’s of a lesser quality.
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Novices are fairly limited in their abilities to look for and analyze the formal elements in a work. They mention elements such as color and space.....but often say little beyond whether the colors are pleasing or the depiction of space “realistic.” As many novices note, they are “limited by [their] vocabulary” and really don’t know what to look for.
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