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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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There has been a dramatic shift in the emphasis of the museum world over the last twenty years. Museums are not longer just collections of work and institutions of scholarly knowledge. Museums have become visitor-centric, and by extension, education has developed as a more prominent and explicit focus. |
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In art museums education usually lives as part of docent tours, school programs, and lecture events. When it is given special prominence it is usually in the form of multimedia or an entirely separate space such as the Koret Visitor Education Center (KVEC) at the SFMoMA. On an organizational level, education teams are separate from curatorial teams and they often work independently. |
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Most of the time education is added in the form of placards, guides, or programs after the completion of an exhibit.
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From interviews with SFMoMA and Cantor staf |
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Lisa Roberts refers to this as the “unadulterated contemplation” of the object. She describe how, “many art museum staff have persisted to advocate unadulterated contemplation as the proper means to understanding. Anything else alters, simplifies, and trivializes not only the art on view but also the experience of looking”.
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Lisa Roberts, From Knowledge to Narrative, 1997. |
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