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LEARNING                                      IN

ART MUSEUMS:
AN iPHONE APPLICATION



  DEBRA LAUTERBACH | ANNE LOCK | R...
OUR GOAL IS TO
                 DESIGN
                 AN iPHONE APP
                 TO HELP PEOPLE
                 LEA...
MUSEUM LEARNING IS OFTEN EASILY
                         FORGOTTEN
THUS WE AIM TO   HELP PEOPLE
    MAKE CONNECTIONS
          AMONG THE ART THEY HAVE SEEN
WE AIM TO   HELP PEOPLE
BECOME CONVERSANT
      IN ART
WE AIM TO   MOTIVATE PEOPLE
TO SEEMORE ART
WE AIM TO   SUPPORT THE LEARNER
WITHOUT DETRACTING
      FROM THE MUSEUM EXPERIENCE
OUR TARGET AUDIENCE ISADULTS
            INTERESTED IN ART BUT WITH
             NO FORMAL TRAINING
WE USED   INTERVIEWS
          OBSERVATIONS, AND
          LITERATURE
          TO UNDERSTAND OUR
          LEARNER AUDIEN...
“I WANT TO KNOW
   WHAT ELSE THIS
   ARTIST HAS DONE”
WE LEARNED
ART IS A PERSONAL EXPERIENCE
TEACHING TECHNIQUES OF TOUR GUIDES
DRAWBACKS TO PHYSICAL LEARNING AIDS
LITURATURE SHOWED US THAT THERE ARE
THREE TYPES OF VISITORS (PITTMAN):

AWARE
CURIOUS
COMMITTED
FROM ALL THIS, WE ESTABLISHED THESE LEARNER NEEDS:

                      INTERACTION
                     GUIDED FOCUS
  ...
OUR OVERALL LEARNING GOAL
IS TO PROVIDE A BASIC
FRAMEWORK
FROM WHICH LEARNERS CAN
ASSESS, ANALYZE, AND
DERIVE MEANING
FROM...
LEARNING GOAL #1
1. Perceive key elements of works of art, and be
   able to discuss how these elements influence
   the me...
LEARNING GOAL #2
2. Analyze the influence of historical and cultural
   contexts on works of art, including:
•   how a part...
LEARNING GOAL #3
3.  Formulate and defend personal judgments
   regarding a work of art, and critically
   analyze existin...
EARLY DESIGN
STORYBOARD:
OVERALL FLOW
EARLY DESIGN
STORYBOARD:
OVERALL FLOW
EARLY DESIGN
     Design Storyboard
STORYBOARD:
INDIVIDUAL
PAINTING LEVEL
EARLY DESIGN
     Design Storyboard
STORYBOARD:
INDIVIDUAL
PAINTING LEVEL
EXAMPLE ACTIVITY:
COMPARISON
EXAMPLE ACTIVITY:
COMPARISON
EXAMPLE ACTIVITY:
HIGHLIGHTING
DETAILS
EXAMPLE ACTIVITY:
HIGHLIGHTING
DETAILS
QUESTIONS?
SI 548 Mid-Semester Project Update
SI 548 Mid-Semester Project Update
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SI 548 Mid-Semester Project Update

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This was our project update presentation for our project for SI 548: Principles of Software Design for Learning

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  • We are motivated by a problem we see with art museums: people come to art museums to explore and learn about art, however, this learning is sometimes hard to achieve.
  • Interview in context at the UMMA Observation session at UMMA exhibit Visit to the DIA
  • Aware: Visitors with little or no experience who are not really comfortable looking at or describing art. They may have been brought to the museum by someone else. Curious: Visitors who "like art but are not in love with it." They enjoy the social dimension of museum experience and connections that can be made between art and other parts of their lives. Committed: Either educated art consumers who like to be left alone or art enthusiasts who "love art as much as sex and religion" and can't get enough of it, not to mention programs around it.
  • Transcript of "SI 548 Mid-Semester Project Update"

    1. 1. LEARNING IN ART MUSEUMS: AN iPHONE APPLICATION DEBRA LAUTERBACH | ANNE LOCK | RICARDO YI
    2. 2. OUR GOAL IS TO DESIGN AN iPHONE APP TO HELP PEOPLE LEARN ABOUT ART WHILE THEY ARE IN A MUSEUM
    3. 3. MUSEUM LEARNING IS OFTEN EASILY FORGOTTEN
    4. 4. THUS WE AIM TO HELP PEOPLE MAKE CONNECTIONS AMONG THE ART THEY HAVE SEEN
    5. 5. WE AIM TO HELP PEOPLE BECOME CONVERSANT IN ART
    6. 6. WE AIM TO MOTIVATE PEOPLE TO SEEMORE ART
    7. 7. WE AIM TO SUPPORT THE LEARNER WITHOUT DETRACTING FROM THE MUSEUM EXPERIENCE
    8. 8. OUR TARGET AUDIENCE ISADULTS INTERESTED IN ART BUT WITH NO FORMAL TRAINING
    9. 9. WE USED INTERVIEWS OBSERVATIONS, AND LITERATURE TO UNDERSTAND OUR LEARNER AUDIENCE
    10. 10. “I WANT TO KNOW WHAT ELSE THIS ARTIST HAS DONE”
    11. 11. WE LEARNED ART IS A PERSONAL EXPERIENCE TEACHING TECHNIQUES OF TOUR GUIDES DRAWBACKS TO PHYSICAL LEARNING AIDS
    12. 12. LITURATURE SHOWED US THAT THERE ARE THREE TYPES OF VISITORS (PITTMAN): AWARE CURIOUS COMMITTED
    13. 13. FROM ALL THIS, WE ESTABLISHED THESE LEARNER NEEDS: INTERACTION GUIDED FOCUS CUSTOMIZATION LEARNER CONTROL LEARNING IN CONTEXT OPPORTUNITIES FOR REFLECTION
    14. 14. OUR OVERALL LEARNING GOAL IS TO PROVIDE A BASIC FRAMEWORK FROM WHICH LEARNERS CAN ASSESS, ANALYZE, AND DERIVE MEANING FROM WORKS OF ART. *BASED ON NATIONAL STANDARDS FOR ARTS EDUCATION (GRADES 9-12) SET FORTH BY THE NATIONAL COMMITTEE FOR STANDARDS IN THE ARTS
    15. 15. LEARNING GOAL #1 1. Perceive key elements of works of art, and be able to discuss how these elements influence the meaning of the work, including: • distinctive styles of particular artists • composition and/or design principles used • media used • subject matter • symbols and ideas
    16. 16. LEARNING GOAL #2 2. Analyze the influence of historical and cultural contexts on works of art, including: • how a particular artist was affected by his/her contemporary values, politics, and time • understand the purpose of the work of art within a particular culture (e.g., was it decorative, an advertisement, or a religious icon)
    17. 17. LEARNING GOAL #3 3.  Formulate and defend personal judgments regarding a work of art, and critically analyze existing interpretations. • recognize master works of art and the reasons they are regarded as such • explore personal likes and dislikes and describe judgments using the vocabulary of visual art
    18. 18. EARLY DESIGN STORYBOARD: OVERALL FLOW
    19. 19. EARLY DESIGN STORYBOARD: OVERALL FLOW
    20. 20. EARLY DESIGN Design Storyboard STORYBOARD: INDIVIDUAL PAINTING LEVEL
    21. 21. EARLY DESIGN Design Storyboard STORYBOARD: INDIVIDUAL PAINTING LEVEL
    22. 22. EXAMPLE ACTIVITY: COMPARISON
    23. 23. EXAMPLE ACTIVITY: COMPARISON
    24. 24. EXAMPLE ACTIVITY: HIGHLIGHTING DETAILS
    25. 25. EXAMPLE ACTIVITY: HIGHLIGHTING DETAILS
    26. 26. QUESTIONS?

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