Posts tagged ‘Education’
December 9, 2013  |  Learning and Engagement
Mapping Visitors in MoMA Studio: Sound in Space
Installation view of MoMA Studio: Sound in Space, with Joe McKay’s Light Wave

Installation view of MoMA Studio: Sound in Space, with Joe McKay’s Light Wave. Photo: Jackie Armstrong

Since I began working at the Museum, every MoMA Studio has undergone a complete evaluation. Evaluation strategies include interviewing visitors, surveying participants, observing/tracking/timing visitors, using prompts to encourage responses on comment boards, facilitator reflections, and a few other participatory forms of data gathering. Read more

November 11, 2013  |  Events & Programs, Learning and Engagement
MoMA Art Lab: Movement—Why Play with Spinning Tops and Tinker Toys?
Activity testing for MoMA Art Lab: Movement. Photo: Jackie Armstrong

Activity testing for MoMA Art Lab: Movement. Photo: Jackie Armstrong

Recently, Family Programs staff were interested in testing out some of the activities under consideration for MoMA Art Lab: Movement before it opened (on October 10, 2013). Formative evaluation is a “try it out” method that is less formal than other evaluation types. Read more

September 20, 2013  |  Learning and Engagement
MoMA Studio: Exchange Café—What Do You Exchange?

Organized in collaboration with Caroline Woolard, a Brooklyn-based artist who participated in MoMA’s inaugural Artists Experiment initiative, MoMA Studio: Exchange Café was designed to be a social space focused on exchanged-based practices. Taking the form of a café, the Studio encouraged visitors to question notions of reciprocity, value, and property through shared experiences. Read more

September 16, 2013  |  Learning and Engagement
MOOCS and Museums: Not Such Strange Bedfellows After All

artinquiry-squareThis past spring MoMA decided to team up with the MOOC (Massive Open Online Course) provider Coursera to offer professional development for K–12 teachers all over the world. As the assistant director of School and Teacher Programs at MoMA, the MOOC ball landed in my court. Read more

August 19, 2013  |  Intern Chronicles
“Freedom Not to Know”: New Institutional Approaches at W139, Witte de With, and Van Abbemuseum

Installation view, On Fresh Soil, W139, Amsterdam, June 29-July 28, 2013

Installation view of On Fresh Soil, W139, Amsterdam, June 29–July 28, 2013

Open-endedness, self-reflexivity, discursiveness—together, these characteristics define one strain of thinking about arts institutions and the features that make them relevant to society. Read more

August 12, 2013  |  Tech
Playing Games at Museums and the Web

During my internship at MoMA, I have been working with the Department of Education’s digital learning team, focusing primarily on our online courses. It has been a fantastic experience, and I was given the opportunity to work on a cutting-edge digital initiative Read more

Asking the Big Questions: Agora Conversations in MoMA’s Sculpture Garden
Agora: What makes something art?, facilitated by Petra Pankow. The Abby Aldrich Rockefeller Sculpture Garden, July 9, 2013

Agora: What makes something art?, facilitated by Petra Pankow. The Abby Aldrich Rockefeller Sculpture Garden, July 9, 2013

“What do we want from museums?” As the topic for the final meeting of this summer’s educator-facilitated, public discussion series, Agora, this question fittingly articulated the line of thinking that motivated the program’s unique format and approach. While Agora (named after the ancient Greek tradition of philosophical inquiry) Read more

Introducing Teens.MoMA.org
Teens.MoMA.org, the new site for everything MoMA Teens-related

Teens.MoMA.org, the new site for everything MoMA Teens-related

Every year, we bring hundreds of NYC teens through our studio doors to take part in dozens of free hands-on art-making programs. From In the Making to the MoMA + MoMA PS1 Cross-Museum Collective to our recently created Digital Advisory Board, we are constantly looking to find new ways of engaging young audiences Read more

July 8, 2013  |  Learning and Engagement
To MOOC or Not to MOOC? MoMA Says YES

Massively Open Online Courses (MOOCs) have been loudly heralded in the news as being either the savior or the destroyer of education’s future. MOOCs are being created by the hundreds every year and attended by thousands per course. Why? Apparently everyone is eager to engage in high quality educational programs taught by world experts for free. I have enrolled in some terrific MOOCs and some terrible ones, seen great student interaction in the discussion boards and some unfortunate exchanges of misinformation. MOOC student interaction often gets tricky and frequently overwhelming, but it’s always amazing to be in a class with thousands of students from all over the world, all communicating with each other on a single topic of interest. It is exhilarating to experience global, intellectual connectivity.

Coursera website

Screenshot of MoMA’s “Art and Inquiry” course page on the Coursera website

As you may remember from my previous blog post, MoMA already offers a robust program of online courses that are NOT MOOCs because: 1. The “instructor-led” course attendance is limited to under 45 students (35 students is the cap for studio courses)—definitely NOT “massive”—and 2. Students pay a fee for the MoMA online course service, so they are not “open” in the same way as a free MOOC. However, earlier this year one of the largest MOOC providers Coursera, asked us to contribute to a new venture: creating MOOCs for primary and secondary school teachers looking for professional development opportunities. After a quick check-in with Lisa Mazzola, MoMA’s assistant director in charge of School and Teacher Programs, we agreed to join Coursera in this important work.

Why? Teachers are such an important audience for MoMA, and not just art teachers. Teachers of all kinds use our new MoMA Learning website that is chock full of in-depth and ready-to-use information, including slide sets, videos, and images. But teachers also need modeling and mentoring on how to use museum materials and teaching methods effectively. We offer some on-the-ground teacher workshops on this subject, but we never have enough space or time to accommodate the large number of teachers who request help. We want to experiment with MOOCs as a platform to build teachers’ skills in inquiry-based learning techniques while also engaging them in peer-to-peer learning strategies. We think teachers will love collaborating on the coursework and exchanging ideas about their practice with peers from all over the world. And we know they will appreciate the price of admission: free!

Our first MOOC, “Art and Inquiry,” begins July 29 and as of this post, there are over 8,000 enrolled. You can learn more about the course on Coursera’s website, and keep an eye out for Lisa Mazzola’s forthcoming blog post about creating MoMA’s first MOOC.

July 2, 2013  |  Artists, Events & Programs
Embodying the Archive: Xaviera Simmons on Archive as Impetus (Not on View)
An Archive as Impetus performance in MoMA’s Abby Aldrich Rockefeller Sculpture Garden. Photograph courtesy of Xaviera Simmons)

An Archive as Impetus (Not on View) performance in MoMA’s Abby Aldrich Rockefeller Sculpture Garden. Photograph by Martin Seck

Plenty of people think of museums, libraries, and archives as stagnant and apolitical places; sites where histories are not created, but simply preserved. In her performance Archive as Impetus (Not on View)—presented several times per week during the month of June as part of MoMA’s Artists Experiment initiative—artist Xaviera Simmons asked viewers to reconsider the role of the museum. Read more