Museums and the Web 2010 The role of art museum websites in primary art education: a case study of the ‘Tate Kids’   Koula...
<ul><li>Web statistics of museums’ websites often indicate a high number of users and visit sessions  in on-line resources...
Assumption  <ul><li>IF  </li></ul><ul><li>children are given opportunities to  view the art museum and works of art on the...
<ul><li>Generic Learning Outcomes (GLOs) (MLA 2004) </li></ul>‘ Inspiring Learning for All’ Framework
Case study: ‘Tate Kids’ ‘My Gallery’ http:// kids.tate.org.uk /
Sessions  Face to face interviews  (participants and teachers) Post-test Questionnaire <ul><li>Pre-intervention activity w...
Children’s Interpretive Strategies <ul><li>The analysis of children’s interpretations is based on: </li></ul><ul><ul><ul><...
a. ‘Ophelia’
Aris’ first attempt to interpret ‘Ophelia’ “ I thought of nothing, my mind was blank” a. ‘Ophelia’
Aris’ second attempt to interpret ‘Ophelia’ “ It’s a woman dead in the river and flowers are falling from the trees above ...
a. ‘Ophelia’ (continued) <ul><li>Process of art making  </li></ul><ul><li>Materials (3 out of 37) </li></ul>Process of art...
<ul><li>Fourteen children posted twenty-two comments on ten artworks  </li></ul><ul><li>Drawing on the ‘socio-cultural con...
b. Tate Kids  (continued)
c. ‘Artcasts’ <ul><li>References to the artist and title (13 out of 13) </li></ul><ul><li>Drawing on ‘socio-cultural conte...
<ul><li>‘ Visual elements’ of the artwork ( 12 out of 13)  </li></ul><ul><li>(not only colour, but tone and form too)  </l...
<ul><li>A head of a young boy 1945  (Pablo Picasso) </li></ul>Example 1
<ul><li>“ The picture was made when the war finished at 1945. I think the reason why the artist aint’ showing the body is ...
Example 2 “ The meeting or have a nice day Mr Hockney” (Peter Blake )
<ul><li>“ The one in white would be Mr Hockney’s assistant and I think they would say: ‘Have a nice day Mr Hockney’. Mr Ho...
Findings  <ul><li>Participants were employing a wider range of ‘interpretive strategies’ </li></ul><ul><li>The use of a mu...
<ul><li>The use of art museum websites can be beneficial for a holistic approach to art education </li></ul><ul><li>Contex...
Thank you! <ul><li>[email_address] </li></ul><ul><li>@ch_koula  </li></ul>
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MW2010, K. Charitonos, Promoting Positive Attitudes in Children Towards Museums and Art: A Case Study of the Use of Tate Kids in Primary Arts Education

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A presentation from Museums and the Web 2010.

One of the challenges for museums in the Web era is to complement, enhance and extend on-site learning with on-line learning. Web statistics often indicate a high number of users of schools resources in museums’ Web sites; however, these numbers do not reveal how the resources are being used in the classroom. This paper seeks to gain a better understanding on how to support use of museums’ Web sites for learning in primary art education.

It attributes specific importance to the role that museum Web sites can have in promoting positive attitudes in children towards museums and art and in particular it aims to address to what extent the use of museums’ Web resources can enhance learning and engage young people with museums. ‘Tate Kids’ (http://tate.kids.org.uk) was selected as a case study and its Online Collection was explored by two Year 5 classes in a primary school located in greater London. Evidence from the case study suggests that the use of an art museum Web site was beneficial for learning in art and influenced positively children’s attitudes towards art and museums.

It is argued that positive attitudes towards art and museums, as well as ‘interpretive skills,’ are critical for children in experiencing meaningful art museum on-line visits and in getting engaged with the museum.

Session: Actionable Research [research]

see: http://www.archimuse.com/mw2010/abstracts/prg_335002214.html

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  • The full text of the paper accompanying this presentation from Museums and the Web 2010 is freely available on-line:

    Charitonos, K., Promoting Positive Attitudes in Children Towards Museums and Art: A Case Study of the Use of Tate Kids in Primary Arts Education . In J. Trant and D. Bearman (eds). Museums and the Web 2010: Proceedings. Toronto: Archives & Museum Informatics. Published March 31, 2010. Consulted May 31, 2010. http://www.archimuse.com/mw2010/papers/charitonos/charitonos.html
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MW2010, K. Charitonos, Promoting Positive Attitudes in Children Towards Museums and Art: A Case Study of the Use of Tate Kids in Primary Arts Education

  1. 1. Museums and the Web 2010 The role of art museum websites in primary art education: a case study of the ‘Tate Kids’ Koula Charitonos [email_address]
  2. 2. <ul><li>Web statistics of museums’ websites often indicate a high number of users and visit sessions in on-line resources for schools and teachers </li></ul><ul><li>BUT </li></ul><ul><li>These numbers do not reveal how these resources are being used in the classroom </li></ul><ul><li>In practice, effective and sustainable bridges between the wealth of museum digital content and the classroom environment have not yet been built (Peacock et al. 2009) </li></ul>Gap
  3. 3. Assumption <ul><li>IF </li></ul><ul><li>children are given opportunities to view the art museum and works of art on their own terms, using tools many are very familiar with (computers, websites and mp3s) and to engage with the museum processes through co-creation </li></ul><ul><li>THEN </li></ul><ul><li>any persistent ideas that art museums are uncomfortable and elitist formal spaces, and that art is ‘not for them’ may be broken down </li></ul>
  4. 4. <ul><li>Generic Learning Outcomes (GLOs) (MLA 2004) </li></ul>‘ Inspiring Learning for All’ Framework
  5. 5. Case study: ‘Tate Kids’ ‘My Gallery’ http:// kids.tate.org.uk /
  6. 6. Sessions Face to face interviews (participants and teachers) Post-test Questionnaire <ul><li>Pre-intervention activity with ‘Ophelia’ </li></ul><ul><li>Classroom session </li></ul><ul><li>ICT sessions (Exploring Tate Kids & My Gallery) </li></ul><ul><li>‘ Artcasts’ (in groups n=13) </li></ul><ul><li>Post-intervention activity with ‘Ophelia’ </li></ul>Pre-test Questionnaire 4 th 3 rd 2 nd 1 st
  7. 7. Children’s Interpretive Strategies <ul><li>The analysis of children’s interpretations is based on: </li></ul><ul><ul><ul><li>visual analysis of the artwork (colour, tone, composition, form, space) </li></ul></ul></ul><ul><ul><ul><li>process of art-making (materials, technique and style) </li></ul></ul></ul><ul><ul><ul><li>drawing on ‘socio-cultural context’ of the artwork (subject-matter, artist, personal associations and context) </li></ul></ul></ul><ul><li>(RCMG, 2001) </li></ul><ul><li>Emergent theme: drawing on ‘social techniques’ </li></ul>
  8. 8. a. ‘Ophelia’
  9. 9. Aris’ first attempt to interpret ‘Ophelia’ “ I thought of nothing, my mind was blank” a. ‘Ophelia’
  10. 10. Aris’ second attempt to interpret ‘Ophelia’ “ It’s a woman dead in the river and flowers are falling from the trees above onto her will (while) she is floating down the river colours: green, white, pink and black a. ‘Ophelia’ (continued)
  11. 11. a. ‘Ophelia’ (continued) <ul><li>Process of art making </li></ul><ul><li>Materials (3 out of 37) </li></ul>Process of art making <ul><li>‘ Social Techniques’ </li></ul><ul><li>Discussions among children (‘collective interpretations’) </li></ul>‘ Social Techniques’ <ul><li>Visual Analysis </li></ul><ul><li>Colour (14 out of 37) </li></ul><ul><li>Visual Analysis </li></ul><ul><li>Colour (3 out of 37) </li></ul><ul><li>‘ Socio- Cultural’ context </li></ul><ul><li>Description of the scene and children’s interpretation of it (18 out of 37) </li></ul><ul><li>Make up a story (17 out of 37) </li></ul><ul><li>Personal Associations ( 24 out of 37) </li></ul><ul><li>Context (4 out of 37) </li></ul><ul><li>Meaning of the painting (8 out of 37) </li></ul><ul><li>Artist (7 out of 37) </li></ul><ul><li>‘ Socio- Cultural context’ </li></ul><ul><li>Description of the scene and children’s interpretation of it ( 27 out of 37) </li></ul><ul><li>Make up a story (10 out of 37) </li></ul><ul><li>Personal Associations ( 5 out of 37) </li></ul><ul><li>Context (1 out of 37) </li></ul>Post-intervention activity with ‘Ophelia’ Pre-intervention activity with ‘Ophelia’
  12. 12. <ul><li>Fourteen children posted twenty-two comments on ten artworks </li></ul><ul><li>Drawing on the ‘socio-cultural context’ emerged as the dominant strategy </li></ul><ul><li>“ […] It looks like when I watched Tom n Jerry and there was a big explosion […]” </li></ul><ul><li>“ […] It reminds me of cartoons […]” </li></ul><ul><li>Not involved in dialogic conversations </li></ul>b. Tate Kids
  13. 13. b. Tate Kids (continued)
  14. 14. c. ‘Artcasts’ <ul><li>References to the artist and title (13 out of 13) </li></ul><ul><li>Drawing on ‘socio-cultural context’ dominant strategy </li></ul><ul><li>- make up a story (13 out of 13) </li></ul><ul><li>- personal associations (6 out of 13) </li></ul><ul><li>- meaning of the artwork (3 out of 13) </li></ul>“ […] I think it is a really funny picture and I enjoy looking at it. It makes me feel this way because it has Mickey-mouse in it. It reminds me of a mouse jumping out of a box […] I think the artist was inspired by a TV series. He might had children who were watching this programme.
  15. 15. <ul><li>‘ Visual elements’ of the artwork ( 12 out of 13) </li></ul><ul><li>(not only colour, but tone and form too) </li></ul><ul><li>“ […] It is like a photograph because the colours are very real and have lots of details […]” </li></ul><ul><li>“ […] It’s very bright in the face…On one of the ears he has mainly used chalk to show that one of the ears is sticking out […] </li></ul><ul><li>‘ Processes of art-making’ (4 out of 13) </li></ul><ul><li>- materials and techniques </li></ul><ul><li>“ […] We think the artist used tissue paper and painted over it […]” </li></ul><ul><li>“ […] It looks like he copied and pasted the wieners’ sausages and the characters […]” </li></ul>c. ‘Artcasts’ (continued)
  16. 16. <ul><li>A head of a young boy 1945 (Pablo Picasso) </li></ul>Example 1
  17. 17. <ul><li>“ The picture was made when the war finished at 1945. I think the reason why the artist aint’ showing the body is because the boy got executed”. </li></ul>
  18. 18. Example 2 “ The meeting or have a nice day Mr Hockney” (Peter Blake )
  19. 19. <ul><li>“ The one in white would be Mr Hockney’s assistant and I think they would say: ‘Have a nice day Mr Hockney’. Mr Hockney would say ‘Thank you’”. </li></ul>
  20. 20. Findings <ul><li>Participants were employing a wider range of ‘interpretive strategies’ </li></ul><ul><li>The use of a museum’s website can enhance learning and engage children </li></ul>
  21. 21. <ul><li>The use of art museum websites can be beneficial for a holistic approach to art education </li></ul><ul><li>Contextual tools are required on museum websites that will enable interpretation and meaning-making process </li></ul>Conclusions
  22. 22. Thank you! <ul><li>[email_address] </li></ul><ul><li>@ch_koula </li></ul>

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