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Use of ‘artcasting’ in classroom as a tool for engaging children with museums
Presentation at CALRG annual conference 2010 by Koula Charitonos
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24 May 2010
Presentation at CALRG annual conference 2010 by Koula Charitonos.
Advances in digital technologies provide the means for museums to complement, enhance and extend on-site learning with online learning. However, it has been argued that effective and sustainable bridges between museums' digital resources and the classroom environment have not yet been built.
This study was concerned with the potential that art museum websites have in enhancing and extending school-based practice. In particular, the aim was to gain a better understanding of how to support better use of art museum websites in primary arts education.
A museum is a non-profit, permanent institution in the service of society and its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage of humanity and its environment for the purposes of education, study and enjoyment.
(ICOM Statutes, adopted by the 22nd General Assembly (Vienna, Austria, 24 August 2007)
10:31 on 24 May 2010
Crossposted notes from my blog:
Koula Charitonos, PhD student.
Question: What do you think a museum is? Took some time for museums to agree – but ICOM 2001 have agreed it – includes service of society, open to public, tangible & intangible heritage, education, study and enjoyment.
First physical museum C17th, now a ‘distributed network’ as Museum 2.0. Co-creation important. Focus on podcasting – not from institution, but created by users. Looking at artworks on a website.
Museums are (mainly) about objects; need to know about how to interpret them – Bourdieu on ‘interpretive strategies’. Assumption – if give children opportunities to view art on their terms, then will break down access barriers. Museums investing lots in online; know that they’re visited but not how they’re used in the classroom.
Research framework ‘Inspiring Learning for All’. Five generic learning outcomes – widely used in museum sector.
Case study on Tate Kids – includes ‘my gallery’ feature where users can add artworks, upload their own, comment, rate, share. 43 children in Year 5. Pre/post questionnaire, intervention with pre/post interpretation phases, followup interviews. Qualitative content analysis plus some basic quantitative.
Some interesting responses – I thought of nothing, my mind was blank’ – then had more by end ‘It’s a woman dead in the river and flowers are falling fro the trees above her [...]‘. Were making observations, but not involved in dialogic conversations, and not interested in that – just appeared as a series of unrelated posts.
‘Artcasts’ were object created by kids in process; audio recording of intepretations on artworks, with researcher as prompter. Thirteen audio files created, about 30-40 minutes long. Entertaining stuff! There were references to artist and title, drawing on social techniques, making up a story, drawing on personal associations (somewhat), and exploring the meaning (a little). Discussed visual elements, but in basic terminology; a few drew on process of art-making. Only one group placed an artwork in a historical context – when prompted to look at the year of creation.
Findings: the kids enjoyed artcasting. Participants were employing a wider range of ‘interpretative strategies’, and use of website can enhance learning, can be beneficial, contextual tools require to enable interpretation and meaning-making process.
Kim: Role of researcher. Would need an adult to do something, or could embed in to software?
Koula: Could be teacher. I was trying not to impose my ideas. Was useful to have another person there.
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10:51 on 24 May 2010