PowerPoint Presentation - Slide 1 - Fulbright · 2017-01-13 · Cabinet of Curiosities Cabinets of...
Transcript of PowerPoint Presentation - Slide 1 - Fulbright · 2017-01-13 · Cabinet of Curiosities Cabinets of...
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Nathalie Ryan
National Gallery of Art Washington, DC
Cultivating
Curiosity
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“Wonder is the beginning of wisdom.” -Socrates
Curiosity, noun, the desire to learn
or know more about something or
someone; interest leading to inquiry
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Harvard University, Graduate School of Education Education research in the arts, the
nature of intelligence, understanding, thinking, creativity, cross-disciplinary and cross-cultural thinking, and ethics Bridging research and practice • Nelson Goodman, founder 1967 • Howard Gardner • David Perkins • Shari Tishman • Steve Seidel • Daniel Wilson • Veronica Boix-Mansilla • Carrie James • Ron Ritchhart www.pz.harvard.edu
Zeroing in on learning as it unfolds in all its complexity.
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“Learning is a consequence of thinking.” -David Perkins
The role of educators:
• Create opportunities for thinking
• Listener, observer
• Facilitator of conversation, recognize
learning is social and notice the
relationship between the individual
and the group
• Design for thinking-centered,
learner-centered experiences
• Teach metacognition
• Model thinking
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“Children grow into the intellectual life
around them.” -Lev Vygotsky
Thinking dispositions / Habits of mind:
• Slowing down, observing carefully
• Wondering
• Reasoning with evidence
• Discovering connections
• Exploring perspectives
• Finding complexity
• Imagining and envisioning
• Reflecting
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National Gallery of Art, Washington DC
Museum established in 1937 with a generous donation by Andrew Mellon to the United States government Public-private partnership www.nga.gov
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• Two buildings and sculpture
garden located on the
National Mall
• Approximately 160,000 works
of art by 15,000 artists
• Approximately 1,200 full-time
staff; many part-time staff;
more than 300 volunteers
• Open 363 days a year
• Always free
• On-site attendance is around 4 million visitors annually
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Mission:
• Collecting: focus is American and
European painting, sculpture,
drawing, prints, photographs, and
media from the Byzantine period
to the present era
• Exhibiting: present 15 temporary
exhibitions annually
• Preserving: conservation research
• Educating: engage diverse
audiences through a variety of
educational experiences to foster
understanding and connections
with art, creating an environment
the encourages audiences to
have personally meaningful
experiences, look carefully, think
critically and take multiple
perspectives, explore art as
historical and cultural expression,
and reflect on the creative
process.
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Audiences:
• Families: multi-generational approach
• School students: ages 4 – 18,
partnerships with DC public schools
• Educators: professional development
for teachers all all subjects (local and
national) and classroom resources
• Adult: films, concerts, tours, hands-on
workshops, after-hours events
• Academic: internships, symposia for
scholars,
research/evaluation/assessment of
program impact
• National (and International): website,
social media, publications and
learning resources, off-site training
and workshops, conference
presentations
• Tourist destination: different needs than
our local audiences
• Accessibility
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“Powerful questions bring people together
in conversation.” -Václav Havel
Staff learning groups:
• What is our role in the 21st
century?
• What does it mean to understand
a work of art?
• How can we diversify our
audiences to better reflect the
United States’ population?
• How do we measure the impact
of our programs?
• How do we help audiences find relevancy within our collections?
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Cabinet of Curiosities Cabinets of Wonder
Theater of the World Memory Theater
Wonder Rooms (Wunderkammer)
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SEE
WONDER
CONNECT
REFLECT
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“To see takes time,
like to have a friend takes time.”
-Georgia
O’Keeffe
See
• What do you see?
• Observe the formal
elements—color, line, shape,
texture
• Describe through multiple
modalities—words, sketch,
body, sounds
• Look for complexity, hidden
factors, multiple dimensions
• Linger in looking, suspend
judgement, and distinguish
observation from
interpretation
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“Questions drive learning
and are the outcomes of learning.”
-Ron
Ritchhart
Wonder
• What does the work of art
make you wonder?
• What are you curious to learn
more about?
• What topics might you need to
learn more about in order to
better understand this work of
art?
• What might be some other
perspectives on this work of art
(or topic) other than your own?
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“We are a part of the story.”
-Shari
Tishman
Connect
• What connections (similarities or differences)
do you see between this work of art and
others?
• How does this work of art connect with what
you already know / other disciplines?
• How does this work of art connect to your life,
your community, the world?
• How does this work of art make me feel?
• How might you respond to this work of art
through writing or art-making?
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“We do not learn from experiences…
we learn from reflecting on experience.”
-John Dewey
Reflect
• How has your understanding of this
work of art (or topic) changed?
• What is complex or challenging
about this work of art (or topic)?
• What is your own perspective of
this work of art (or topic) and what
informs that view?
• What can you do with what you’ve
learned?
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I used to think…
Now I wonder...
I will try...
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Nathalie Ryan
Senior Educator & Manager
Gallery and Studio Learning
National Gallery of Art
Washington, DC