Texas Trends in Art Education, 2001-2002 Page: 6
36 p. : ill. (some col.) ; 28 cm.View a full description of this periodical.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
museum would be interested in
sharing some of the expenses need-
ed to extend his stay.
Diane and I met once a month
during the course of the program.
She explained aspects of each writ-
ing mode to me and relayed infor-
mation about the paintings and the
museum's planned approaches to
the teachers. After each tour experi-
ence, Diane shared the teachers'
impressions of their visit and made
copies of the students' writing,
which were shared with the docents.
Reflecting
After the students' final visit,
Diane and I discussed the strengths
and weaknesses of the program, rel-
ative to experiences in the Sid
Richardson. We reflected on our ini-
tial goals and considered aspects of
the program we would like to retain,
and those that might be altered. We
spent a considerable amount of time
discussing the pros and cons of a
formal approach to writing in what
is traditionally a more informal
learning environment, as well as the
primacy of the art object in the stu-
dents' experiences in the museum.
Following our meeting, I metwith the docents to get their view-
points. Diane continues to solicit
feedback at her school. A closure
event suggested by a teacher was to
invite the docents to school to listen
to students read the stories inspired
by the paintings.
Two closure activities are being
conducted in the art classroom.
Students are writing and drawing
postcards to thank the docents.
They also are writing responses to
questions that we hope will help
them reflect on their experiences
and provide us with insight into
their encounters with original
works of art.
Student responses run the gamut,
from sobering to entertaining to
enlightening. "What can you learn
at an art museum?" yielded
responses related to such aspects
as history, technique, artists and
art terms. Responses to "What did
you learn at the Sid Richardson
Museum?" were similar, and
included references to writing
done in the museum, as well as the
various writing modes. "How was
writing in the museum different
from writing in school?" produced
the most diverse answers:"Different because you can con-
centrate better at the museum than
you can at school"; "I like writing
in school because I have more
time"; and "I like writing essays
(at the museum) because it's
peaceful."
Students' responses to the follow-
ing questions provided a glimpse
into their perspectives on viewing
original artwork versus reproduc-
tions, and viewing strategies:
"What were the differences
between looking at an original
painting in the museum and looking
at a print at school?"
* Because one is a copy...the other
is the one the artist puts his brush
on and the real one looks like you
are there with him in it.
* The difference is looking at an
original painting you kind of feel
like you're there.
* A painting in the museum is so
realistic.
* The difference is that the museum
is so much funner than school.
* (The original) has a lot more detail
and texture.
"How would you help a friend get
to know a painting?"
* You would teach them to look at
all the colors and imagine the tex-
tures and just really look at it.
* Ask them what do they see in the
painting and how they feel about
it.
* You talk about it and describe it to
the person (and) you make them
feel like they are in it and it helps
if you write about it.
* By explaining to them how the
painting was done (and) who it
was done by.
* You tell your friend how to
describe the painting until he/she
figures it out.
* Ask them what is happening in thepainting.
* I would describe the painting to
1 that person.
* Do like they did in (the) art muse-
" um and we talk about it then I'd
help them write.
* Tell him a story.,F.
t 3
T4~T
9 r6
,
Upcoming Pages
Here’s what’s next.
Search Inside
This issue can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Periodical.
Texas Art Education Association. Texas Trends in Art Education, 2001-2002, periodical, 2001; Dallas, Texas. (https://texashistory.unt.edu/ark:/67531/metapth279689/m1/8/: accessed April 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Texas Art Education Association.