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Katherine Rose's Discussion on Informal Learning in a Museum Setting

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At 'Education for the Future: A Conference on Informal Learning in Museums and Cultural Institutions' in Doha, Qatar, November 2013.

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Katherine Rose's Discussion on Informal Learning in a Museum Setting

  1. 1. CULTURAL LEARNING AND THE FUTURE OF MUSEUM EDUCATION – SOME THOUGHTS FROM INDIA Katherine Rose Founder Director, Flow India, New Delhi Director, Flow Associates, London
  2. 2. CULTURAL LEARNING AND THE FUTURE OF MUSEUM EDUCATION – SOME THOUGHTS FROM INDIA Katherine Rose Founder Director, Flow India, New Delhi Director, Flow Associates, London
  3. 3. Flow theory & a model of learning
  4. 4. Definitions: formal & informal education
  5. 5. The rise of social and open learning • Opportunity for self-directed, lifelong learning has exponentially increased • Opportunity for creating non-hierarchical learning communities exists in a way it never did before • Permanently changed relationship with knowledge and facts: the google/wikipedia effect • This is bringing about a shift in the relationship between learner and traditional knowledge provider i.e. a school or museum. They are no longer the sole guardians or ‘imparters’ of knowledge.
  6. 6. Characteristics of 21st century learning • Active • Enquiry-based • Collaborative • Participatory • Creative • Connected to research • Connected to real world = Focus on aptitude development and fostering appetite for learning rather than simply knowledge acquisition.
  7. 7. Flipped learning & engaged learning
  8. 8. Development of museum learning in UK
  9. 9. Who is involved in cultural learning? The cultural & creative capabilities of LEARNERS LEARNING PROCESS The RESOURCES: the cultural & creative organisations or practitioners, that enrich it The MEDIATORS, or TEACHERS(who include parents/carers), who tap the resources and develop the competencies of learners.
  10. 10. Defining dimensions of cultural learning PRACTICE: Learning and practicing the skills of creativity (making and thinking) ACCESSING CULTURE: Learning across the curriculum enhanced by cultural and creative stimuli and resources ENRICHMENT: The approach might vary with context and veer towards one or two of these: - Learning the values, rituals and stories of your own peoples (culture as identity) - Learning how your own cultural identities are part of a complex global whole (culture as diversity) - Learning about high culture and methods of appreciation (culture as canon).
  11. 11. Maximising optimal learning: creative enquiry
  12. 12. Evidence for the impact UK Department of Culture, Media and Sport 2010 report found that participating in structured arts activities led to: • increases in transferrable skills (including confidence and communication) of between 10-17%. • increase children’s cognitive abilities test scores by 16% and 19% on average. In the US, large cohort studies of 25,000 students done by James Catterall show that taking part in arts activities increases student attainment in maths and literacy, with particularly striking results for students from low income families.
  13. 13. Flow India • Founded 2010 to introduce cultural learning / creative enquiry model to India • 3 directors: 2 British, 1 Indian • 5 full-time staff members • Team of 15 freelance workshop facilitators • We are an independent organisation that operates commercially in the Indian education market.
  14. 14. Partnership programming FICA (Foundation for Indian Contemporary Art)
  15. 15. Partnership programming Sanskriti Foundation: Museum of Everyday Art, Museum of Terracotta, Textiles Museum
  16. 16. Consultancy programming British Council India – The Big Draw
  17. 17. Consultancy programming Subodh Gupta exhibition at NGMA
  18. 18. Capacity building/ training
  19. 19. The Flow School Programme
  20. 20. The process of ‘creative enquiry’ •Critical thinking Employing imagination and reflection •Cultural awareness •Creativity Honing Critical and analytic judgment Articulating our own ideas while listening to others •Enquiry •Communication Encountering wide based cultural art forms Developing research skills through fascination and self discipline
  21. 21. Stories of water, ancient and modern
  22. 22. Challenges opportunities constraints Scale and scaling Training Operating within a market with customers Logistics Unpredictability of environment
  23. 23. Developing cultural learning evaluation in India educational e.g. measurable through attainment physical e.g. measurable through wellbeing & sporting aptitude cultural e.g. measurable through participation in culture & creativity economic e.g. measurable through production of financial & non-financial capital for groups/communities and economically viable skills in individuals social e.g. measurable through 'belonging', cohesion, improved behaviour
  24. 24. Museums and education in the future? Will continue to be vital places, spaces and catalysts for experiences and learning that allow us to connect with our past to help us better understand our present and future. The distinction between informal and formal learning will matter less. But the cultural empathy that museums afford is more important now than it has ever been before.
  25. 25. katherine.rose@flowassociates.com www.flowindia.com www.facebook.com/flowindia

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