Educator or Edupunk: Shifting Roles for Museum Educators Embracing Disruptive Technologies w/Rosanna...
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Museum Computer Network (MCN) 2012 Seattle, Wa November 8, 2012 Educator or Edupunk? Shifting Roles for Museum Educators Embracing Disruptive Technologies Moderator: Rosanna Flouty Director of Education, Art21 www.art21.org #mcn2012edu This session identifies disruptive technologies in technology-based, experimental museum spaces as an evolved practice in museum education. The goal of this panel is to address ways to proactively identify and serve new audiences, and underlines how museum education departments are well-positioned to lead a radical charge for technology-based, informal learning, both online and offline. Resisting non-productive or alarmist charges against the backdrop of the national education system in crisis, three museum-based case studies from the Museum of Modern Art (MoMA) and two others will demonstrate how radical practice within museum education are provoking revised terms for defining outreach, community, and audience through disruptive technologies. Session Description: (500 words) Traditional ‘programming’ and informal ‘community outlets’ have indeed broadened, deepened and diversified audiences in museums. The field must now consider new strategies for engaging audiences with increased expectations as informal learners, both online and offline. As traditional museum educators mine the spectrum between formalized and informalized education, a new breed of museum educators are inspired by open-source/DIY/crowd-sourced initiatives, and motivated by “edupunk” methodologies that upturn traditional museum education practices beyond K-12 school visits through disruptive technologies. These include, but are not limited to: on-site laboratory spaces, online courses, expansive social media programming, and community-based practices to reach audiences that rarely otherwise visit museums. Three case studies explore issues of shifting perspectives on visitor identity and internal advocacy for experimental learning spaces, and also chart new territory for museum education as a vital and critical force for institutional change. Co-Presenters: Sarah Kennedy, Associate Educator, Lab Programs (MoMA) Sandra Jackson-DuMont, Kayla Skinner Deputy Director for Education + Public Programs/Adjunct Curator (SAM) Ryan Hill, Director of Digital Learning Programs, ARTLAB+, Hirshhorn Museum and Sculpture Garden
Transcript of Educator or Edupunk: Shifting Roles for Museum Educators Embracing Disruptive Technologies w/Rosanna...
Educator or Edupunk
Educator or Edupunk
Educator or Edupunk
Educator or Edupunk
Educator or Edupunk
BEYOND K-12BEYOND OBJECT-BASED“GROPING FOR WORDS”
Panelists:
Associate Educator Lab Programs, MoMA
Associate Educator, Lab Programs The Museum of Modern Art
Panelists:
Associate Educator Lab Programs, MoMA
Director of Digital Learning Programs, ARTLAB+ Hirshhorn Museum and Sculpture Garden
Panelists:
Associate Educator Lab Programs, MoMA
Kayla Skinner Deputy Director for Education + Public Programs/Adjunct Curator
Seattle Art Museum
Panelists:
Associate Educator Lab Programs, MoMA
Associate Educator, Lab Programs The Museum of Modern Art
Disruption in Education at MoMA
Sarah KennedyAssociate Educator, Lab Programs
The Museum of Modern Art
Department of EducationMoMA
Open ExperimentalDynamicActive
Photo: http://blog.bekahbrunstetter.com
ENVIRONMENT
EDUCATOR
TOOL
TOOL
LEARNERS
DISRUPTION
Participation – Engagement – Play
Environment
Community – Exchange – Experiential
Mildred’s Lane
Collaboration with artists
Learners - Publics
Artist - Educator
Conversation + Exchange Online/onsite
@MoMATalksMoMA talks, you talk back
TOOLS and RESOURCES
Photo courtesy of Martin Seck
Integrating traditional + digital technology
Using resources creatively as tools for learning + experimentation
Photo courtesy of Martin Seck
Generative – Creativity - Expression
Art History Courses:- 5 Puzzles of Contemporary Art (New)- Modern Art: 1880-1945- Modern and Contemporary Art:
1945-1989Studio Courses:- Materials and Techniques of Postwar Abstract Painting- Experimenting with Collage
MoMA Online CoursesCurrent Offerings
Student feedback and evaluation
“The combination of compelling lectures with the online gallery tours and the interaction with the other students from around the world was really enlightening and provocative.”
- Eda Holmes, Toronto, Canada
“I really feel transformed after taking this course. I was delighted with all the information available, the quality of the videos and the educator’s skills to express the artist’s message, their background and their lives’ circumstances. I learned and enjoyed with the discussion forums. People from all over the world sharing knowledge, experience, point of views!”
– M. Garcia, Caracas, Venezuela, Modern Art:1880-1945 online courses student
Success indicators:• 90% of students report courses enhance knowledge and appreciation of modern art
MoMA Online Courses Student Interaction
Student enrollment growth by fiscal year :
MoMA Online CoursesEnrollment
Self-Organizing Students
Ryan Hill, Director of Digital Learning Programs Hirshhorn Museum and Sculpture Garden, Smithsonian Institution, Washington DC
• Garden view of Hirshhorn with arrows to point out:
• 1. ARTLAB+• 2. HMSG• 3. Lerner Room
http://www.youtube.com/watch?v=mUaaExg4EyE&feature=relmfu
These reports, published by the MIT press, present findings from current research on how young people learn, play, socialize, and participate in civic life.
The reports result from research projects funded by the Macarthur Foundation as part of its $50 million initiative in digital media and learning.
The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning
Friend Driven
Interest Driven
HANGING OUT MESSING AROUND
GEEKING OUT
Friend Driven
Interest Driven
HANGING OUT MESSING AROUND
GEEKING OUT
Friend Driven
Interest Driven
HANGING OUT MESSING AROUND
GEEKING OUT
artlabplus.si.edu
Panelist:
Associate Educator Lab Programs, MoMA
Kayla Skinner Deputy Director for Education + Public Programs/Adjunct Curator
Seattle Art Museum
infiltration: 12 Steps for implementing Change/Collaboration
/GOOD IDEAS©
Educator or Edupunk:Shifting Roles for Museum Educators Embracing Disruptive TechnologiesNov. 8, 2012Sandra Jackson-DumontSeattle Art Museum
coolcopasetic
DOPEsweet
FLYeasy100/DIME
SWAGintegrity
graceSandra Jackson-Dumont copyright 2010©
You had to be there.
http://www.youtube.com/watch?v=RE7-2XWGNk4
theory of changefear based/ self-assured
scarcity/ abundance
little/ big
i/ we
infiltration: 12 Steps for Implementing Change/Collaboration/GOOD IDEAS©
1.Prepare the Space(Who? Why? What? When? Where?... So that?)
2.Be Intentional3.Find the Choir/Disciples + Distribute Leadership4.Develop Rules of Engagement/Reciprocity5.Fly Under the Radar6.Let Your Hair Down7.Create an Ecosystem8.Recruit the Unusual Suspects9.Send the Disciples10.Market Internally + Externally11.Look at the Facts12.Don’t Forget Your Mission!
Sandra Jackson-Dumont copyright 2010©
you have to be
there!curating experiencescreating moments
see +
do +
share+
repeat
(in order?)
Dusty Lantern Slide Archive 2010
thank you!Sandra Jackson-DumontDeputy Director for Education + Public Program | Adjunct CuratorSeattle Art Museum
Questions
1) That questions of equality, possibility, and culture are already tied up with power and capital
Assumptions:
1) That questions of equality, possibility, and culture are already tied up with power and capital
2) And if EDUPUNK is about people, then thinking about the intersection of spaces where culture and capital collide offers new possibilities for the role of museums in education.
Assumptions:
