*The New Children's Museum, San Diego*

 

 

The New Children's Museum opened on May 4th, 2008.

In the museum's web page they describe the museum as: "The Museum, an environmentally sustainable building designed by architect Rob Wellington Quigley, provides a dynamic, playful public space and community center for children and families- a place to experience exciting art exhibitions, hands-on studio projects, performances, birthday parties, in-depth classes, camps and educational programs. Across the street from the new building is a beautiful park, extending the museum visit outdoors with space for running, climbing, family picnics and a view of the trains and trolley going by.  The New Children’s Museum provides an environment that encourages active minds, healthy bodies and unstructured play" (http://www.thinkplaycreate.org/about/index.html)

 Their goal is to inspire children to think, play and create by providing accessible and meaningful art experiences.

The New Children’s Museum exhibits contemporary works of art for children and families. They claim that their approach contemporary art with a playful spirit, and take children’s need for play seriously.”

The Museum experience features innovative, provocative artworks that kids can touch, climb, or move; hands-on art making opportunities; and a variety of arts-based classes and camps.

     When I first entered the museum, it definitely seemed like a modern museum for children. The museum does offer new media into art in the forms of music, video, sound effects, sculptures among others. One of the aspects that caught my attention were the light switches in the barn created for toddlers. The toddlers are able to engage in technology (electricity) and make cognitive connections at the same time.
The Rain House was also one of my favorites since it has many colors and the sound effect of rain falling inside the house. The colors along with the sounds entertain the children who enter the house.

     

When I left the museum, I wasn't sure if I would bring my children since the concepts are very abstract and I don't know if children are able to grasp the underlying learning aspects. Nevertheless, the museum's main slogan is:

So, at the same time maybe the abstract concepts is what makes children think and create. 

*The Role of Media in the Classroom*

The role of new media in art today and examples:
      According to our textbook, the invention of photography in the 19th century made a huge impact on the visual arts. From the beginning days of photography, the technologies have evolved to cinema, video, and computer- generated images. Each of these technologies has become an artistic medium, and as with photography, new modes of making art have come into being. (p.168) The entire movie industry has resulted, and many films are considered works of fine art collected and screened in museums of art. Digital camcorders are becoming common in many households around the world, often to make the equivalent of home movies that were common during the previous generation.
    Perhaps as important as new technologies are the new ideas artists continually develop. During the second half of the twentieth century, we witnessed the initiation of conceptual art, environmental art, and performance art.

Examples that intrigued me:

• Robert Smithson created a spiral of rock and dirt that extended into the Great Salt Lake in Utah. Called the "Spiral Jetty" remained in place over several months and years, the colors of the water changed around the spiral as communication with the lake, water depths, and temperatures differed, allowing various types of marine life and chemicals to accrue (p.170)

• Andy Goldsworthy is a Scottish artist who works exclu-sively with materials from the natural environment: stone, wood, dirt, sand, leaves, flowers, feathers, ice, snow, and other objects in nature. He usually uses no tools, glues, or human- made materials. All his works are temporary, and nearly all are left in nature to disintegrate and change with the season and the weather (p.172).

Examples of how one could use photography and video as an educational and/or communication tool in the classroom:

     On page 170, the author explains that: "Films, videos, computer- generated images in television ads, and for many, music videos are commonly seen. In numerous ways children are more “ media literate” than their parents and teachers. We will suggest ways children can participate in art activities based on some of the newer media and ideas".
Therefore, when we include photographs and videos as a tool to enhance our lessons, the children are very likely to be familiar with the technologies and enjoy the lesson even more.
Every innovation in technology makes an impact in the art area as artists appropriate new media to create images previously not feasible. In other words, technology has allowed to display and promote art in a way that it wasn't possible in the past.
Teachers are now able to use videos, cameras, projections, storyboards, computer technologies in their classrooms.

#8 (page 180) Search for living artists who have nontraditional ways of using art materials or who use nontraditional mate-rials for their art. How can their new ideas be trans-formed for use in the art classroom?

-Il Lee, (born in 1952) is a Korean-born New York based artist and is best known for his historically grounded dynamic work using ballpoint pen. His career began in the last three decades in New York City. His exhibitions include important large-scale ballpoint pen works on canvas and a selection of Lee's signature works on paper. His work ideas  could be used in the classroom as a warm up for students to relax. The teacher can allow the students to use either ball point pens, crayons, pencils to create designs similar to these. The teacher can even incorporate music to add movement to the student's hand while drawing.
    

-Kara Walker (born in 1969) is best known for her room-size tableaux of black cut-paper silhouettes that examine the underbelly of America's racial and gender tensions. Her works often address such highly charged themes as power, repression, history, race and sexuality.  Kara Walker’s work is layered with images that reference history, literature, culture, and the darker aspects of human behavior.
It may not be a good idea to touch these topics at an elementary level, but the idea to cut our silhouettes is a great one especially if the students are asked to create a silhouette of themselves.

    

Luz Chung’s presentation on social justice and its connection to education.

 Since I had already read Paulo Freire's Pedagogy of the Oppressed, I was able to relate to what Luz was talking about.

Pedagogy of the Oppressed touches  very sensitive topics of education and those who are oppressed in society. Freire thinks that people who are oppressed could actually be scared of freedom.

"Banking” in education means that students are being treated as empty bank accounts that open to the deposits of the teacher.  Freire was against this approach because it could lead to dehumanization of students and teachers and encourages opression in society.  Freire instead suggested that there should be mutual approach in learning that recognizes the fact that people, both students and teachers, are incomplete. Freire suggests that both teachers and students can learn from each other.

 How do you think you could use the arts in the classroom to create common ground among students from various backgrounds or to create a curriculum that is inclusive of all students?
     Art allows students to express their individuality; in other words since every student is unique and interpret art differently, each piece of art is valuable in that it represents the student's background and culture. 

*San Diego Museum of Art*

                                                              
      I enjoyed the visit to the SDMA. It was my first time at the museum and it surpassed my expectations. Our guide was very enthusiastic and knowledgeable, which made the tour very enjoyable. I liked how the museum was divided into distinct themes and eras. When it comes to education, the museum makes it very easy for teachers to take their students. Our tour guide explained that we can incorporate subjects like math, science and history with art. It is a great idea to explain math terms with art since the majority of students struggle with math at all age levels. So, my introducing an art piece and asking about shapes and organic shapes we can implement simple math concepts. It is also helpful for teachers that the museum organizes tours designed for students, so that the students can get more out of the experience. As a teacher, I think I'll use the SDMA as a resource for my students since I believe students are more motivated and excited to learn when they are outside the classroom, away from the routine.