Tweeting, Tumbling, snapping photos--how can we turn typical teen behaviors into meaningful learning experiences? Share ideas with educators from the National Gallery of Art (Dana Allen-Greil) and the North Carolina Museum of Art (Michelle Harrell).
A graduate of the Atlanta International School (AIS), Zoe Reardon studies business and world languages at Southern Methodist University (SMU) in Dallas, Texas. A former youth theater teacher, Zoe Reardon also enjoys supporting her mother’s abstract artwork at the website she maintains, McReardonArt.com.
Includes 3 presentations from the #musesocial session at the MCN 2014 Conference in Dallas.
1. Dana Allen-Greil, Meagan Estep, Margaret Collerd: "Education + Marketing = #musesocial?"
2. Alli Burness: "Body Critical: What Do MuseumSelfies Mean?"
3. Lori Phillips and Ryan Dodge: "Organizing The World's Museum Social Media Managers"
A graduate of the Atlanta International School (AIS), Zoe Reardon studies business and world languages at Southern Methodist University (SMU) in Dallas, Texas. A former youth theater teacher, Zoe Reardon also enjoys supporting her mother’s abstract artwork at the website she maintains, McReardonArt.com.
Includes 3 presentations from the #musesocial session at the MCN 2014 Conference in Dallas.
1. Dana Allen-Greil, Meagan Estep, Margaret Collerd: "Education + Marketing = #musesocial?"
2. Alli Burness: "Body Critical: What Do MuseumSelfies Mean?"
3. Lori Phillips and Ryan Dodge: "Organizing The World's Museum Social Media Managers"
Beyond the #selfie: Connecting teens and art through social mediaDana Allen-Greil
Presented at the Museum Computer Network conference in Montreal, November 2013.
Tweeting, Tumbling, snapping photos--how can we turn typical teen behaviors in the museum into meaningful learning experiences? At the National Gallery of Art, thousands of middle and high school students visit each year. Most are not pre-registered, do not participate in formal educational programs such as tours, and are set loose on their own to explore the museum. To reach and engage this audience, the Gallery created a printed guide to the permanent collection (called #atNGA) that encourages looking carefully at works of art, making connections between art and life, exploring art as historical and cultural expression, and reflecting on the creative spirit. What makes this guide different is that each work of art is paired with a social media prompt such as: take and share a photo (via Instagram), craft a text response (via Twitter), or ponder a question with a friend. By explicitly inviting and helping to shape teens' social media interactions with the Gallery, we hope to turn what might otherwise be a frivolous encounter into a learning experience. This presentation will share the results of our evaluation research and discuss the broader challenges and opportunities of connecting with teens via social media.
Perigord Retreats is a leading provider of artist retreats, painting workshops and holidays in France. Check out our schedule of painting workshops in France 2023 below. Click on a workshop to see more details. You can follow our workshops closely on our Instagram page.
Children and young people are strongly motivated to use drawing to represent and interpret the world around them. They also use it to connect with their inner world of feelings and ideas. The drawings that they make for themselves hint at their fascination with the external world of artefacts and events and reveal their inner world of fears and fantasies. Children and young people enjoy drawing. It is something they really want to do and they get satisfaction from doing it regularly. They set themselves tasks and challenges. They draw what they know and what they love. They draw what interests and obsesses them. They draw what they fear and what fascinates them. Drawing is a system that they use to enquire into the world about them and to explore their inner world of thoughts and feelings, dreams and desires.
Drawing is an intellectual activity that links sensing, feeling, thinking and doing. Drawings can communicate a subjective, affective response through the use of visual imagery. They can link the internal world of memories, thoughts, dreams, wishes and fantasy with the exterior world of life experienced through the senses and lived through emotions and social interaction.
Drawing can be exploratory, investigatory, questioning. It can attempt to fix experience, take possession and create a trace, a memory or a memorial. It can shape a vision of the future. It can make the invisible visible, accessible, and usable. It can be about form, space or time. It can deal with analysis or synthesis. It can enable us explore details of everyday experience, construct a narrative or explore issues of life or death.
Program Strategies for Early Learners: Location: Pavilion F Three Museums, Th...West Muse
Join an interdisciplinary panel of museums and dive into a session devoted to early learners and strategies to work with these youngest visitors (and their families) in a variety of settings and subjects. Each institution will share successes in their content area, and participants will walk away with a set of new strategies and tools to use with their own early learners.
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This presentation provided an opening look at the topic of digital-age storytelling in museums, with an emphasis on web and social media outreach and the ways in which museums can be both storytellers as well as platforms for stories. I served as moderator for the panel discussion which featured 3 other case studies from the National Museum of African American History and Culture, the National Museum of American History, and the Harpers Ferry National Historic Park.
Journey Through Hallowed Ground
The Cutting Edge of Public History: New Directions in Interpretation Symposium
March 28, 2018
The National Archives launched the History Hub as a pilot project so that we can test its usefulness as a crowdsourcing platform. You can think of History Hub like the Apple Support Community, but for people researching history. History Hub is a place to share information, work together, and find people based on their experience and interests. The platform offers tools like discussion boards, blogs, and community pages to bring together experts and researchers interested in American history. Experts from the National Archives and other cultural institutions as well as history enthusiasts and citizen archivists are available to help people with their research.
The goal is for History Hub to serve as a one-stop shop for crowdsourcing information related to a research subject. We are working to apply what we learn from the beta site to a longer-term solution that can be used freely by other federal government agencies and interested organizations looking to expand public participation with history. History Hub provides opportunities to reach the communities you are interested in serving and connecting them with your collections. We’re already using it to reach active communities such as volunteer transcribers and genealogists. Who else might benefit from these shared tools? How might your organization use History Hub to further your mission? Join us!
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Similar to Beyond the Selfie: Connecting Teens and Art through Social Media (NAEA 2014)
Beyond the #selfie: Connecting teens and art through social mediaDana Allen-Greil
Presented at the Museum Computer Network conference in Montreal, November 2013.
Tweeting, Tumbling, snapping photos--how can we turn typical teen behaviors in the museum into meaningful learning experiences? At the National Gallery of Art, thousands of middle and high school students visit each year. Most are not pre-registered, do not participate in formal educational programs such as tours, and are set loose on their own to explore the museum. To reach and engage this audience, the Gallery created a printed guide to the permanent collection (called #atNGA) that encourages looking carefully at works of art, making connections between art and life, exploring art as historical and cultural expression, and reflecting on the creative spirit. What makes this guide different is that each work of art is paired with a social media prompt such as: take and share a photo (via Instagram), craft a text response (via Twitter), or ponder a question with a friend. By explicitly inviting and helping to shape teens' social media interactions with the Gallery, we hope to turn what might otherwise be a frivolous encounter into a learning experience. This presentation will share the results of our evaluation research and discuss the broader challenges and opportunities of connecting with teens via social media.
Perigord Retreats is a leading provider of artist retreats, painting workshops and holidays in France. Check out our schedule of painting workshops in France 2023 below. Click on a workshop to see more details. You can follow our workshops closely on our Instagram page.
Children and young people are strongly motivated to use drawing to represent and interpret the world around them. They also use it to connect with their inner world of feelings and ideas. The drawings that they make for themselves hint at their fascination with the external world of artefacts and events and reveal their inner world of fears and fantasies. Children and young people enjoy drawing. It is something they really want to do and they get satisfaction from doing it regularly. They set themselves tasks and challenges. They draw what they know and what they love. They draw what interests and obsesses them. They draw what they fear and what fascinates them. Drawing is a system that they use to enquire into the world about them and to explore their inner world of thoughts and feelings, dreams and desires.
Drawing is an intellectual activity that links sensing, feeling, thinking and doing. Drawings can communicate a subjective, affective response through the use of visual imagery. They can link the internal world of memories, thoughts, dreams, wishes and fantasy with the exterior world of life experienced through the senses and lived through emotions and social interaction.
Drawing can be exploratory, investigatory, questioning. It can attempt to fix experience, take possession and create a trace, a memory or a memorial. It can shape a vision of the future. It can make the invisible visible, accessible, and usable. It can be about form, space or time. It can deal with analysis or synthesis. It can enable us explore details of everyday experience, construct a narrative or explore issues of life or death.
Program Strategies for Early Learners: Location: Pavilion F Three Museums, Th...West Muse
Join an interdisciplinary panel of museums and dive into a session devoted to early learners and strategies to work with these youngest visitors (and their families) in a variety of settings and subjects. Each institution will share successes in their content area, and participants will walk away with a set of new strategies and tools to use with their own early learners.
Beyond the Crayon Exploring Creative Arts in Preschool CurriculumAnanda Global School
Delve into the vibrant world of creative arts in preschool education. This blog unveils the importance of incorporating diverse artistic expressions into the curriculum, fostering holistic development, and igniting a lifelong love for creativity in young minds beyond traditional coloring activities.
This presentation provided an opening look at the topic of digital-age storytelling in museums, with an emphasis on web and social media outreach and the ways in which museums can be both storytellers as well as platforms for stories. I served as moderator for the panel discussion which featured 3 other case studies from the National Museum of African American History and Culture, the National Museum of American History, and the Harpers Ferry National Historic Park.
Journey Through Hallowed Ground
The Cutting Edge of Public History: New Directions in Interpretation Symposium
March 28, 2018
The National Archives launched the History Hub as a pilot project so that we can test its usefulness as a crowdsourcing platform. You can think of History Hub like the Apple Support Community, but for people researching history. History Hub is a place to share information, work together, and find people based on their experience and interests. The platform offers tools like discussion boards, blogs, and community pages to bring together experts and researchers interested in American history. Experts from the National Archives and other cultural institutions as well as history enthusiasts and citizen archivists are available to help people with their research.
The goal is for History Hub to serve as a one-stop shop for crowdsourcing information related to a research subject. We are working to apply what we learn from the beta site to a longer-term solution that can be used freely by other federal government agencies and interested organizations looking to expand public participation with history. History Hub provides opportunities to reach the communities you are interested in serving and connecting them with your collections. We’re already using it to reach active communities such as volunteer transcribers and genealogists. Who else might benefit from these shared tools? How might your organization use History Hub to further your mission? Join us!
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In this case study I will discuss the National Gallery of Art's innovative approach to developing serial content for social media as illustrated through the #ArtAtoZ initiative.
Every two weeks, the Gallery explores a new topic in art (i.e., asymmetry, brushstroke, color, and drawing) across multiple social media platforms (Facebook, Twitter, Instagram, and Pinterest). This focus on broad topics allows the Gallery to leverage its extensive permanent collections as well as draw upon a diverse array of staff expertise including curatorial, education, archives, conservation, and horticulture. The “A to Z” concept also affords museum staff the ability to plan up to a year ahead, as the set of 26 topics is set at the beginning of the year. The added benefit of this structure is the ability to collaborate with other institutions and build momentum over time. From the perspective of the social media user, one is invited to dig deeply into a given topic over the course of two weeks rather than receive seemingly random bits of information each day.
Social media followers are encouraged to engage with the broad theme in myriad ways included guided looking, guessing games, and challenges to respond creatively. I will share findings from ongoing evaluation of the initiative, including what we’ve learned about optimizing content in order to generate the most conversation, sharing, and other engagement.
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DASER is co-sponsored by Cultural Programs of the National Academy of Sciences (CPNAS) and Leonardo, the International Society for the Arts, Sciences, and Technology.
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View original Google Presentation:
https://docs.google.com/presentation/d/14bepROX0UQvoYL3Q87np7zXbfAS6j_5NBnTNMq5pbrA/edit#slide=id.p
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http://www.connectingtocollections.org/courses/outreach-activities-for-collections-care/
What role can a horizontal mentor play in your professional development? Have you ever even heard of a horizontal mentor?
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Are your social media practices engaging online communities to their greatest potential?
How do you know if you are achieving your goals?
How can you take your social media initiatives to the next level?
These four key questions were explored during the “Engaging Visitors with Social Media” workshop I presented at the IMLS WebWise Conference (March 6, 2013).
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Inspirational case studies from inside and outside the museum and library sectors
Pursuing marketing, education, crowdsourcing, and advocacy goals through social media
Organizational models for social media management
Optimizing social content through data analysis
Taking your efforts to the next level with a paid-earned-owned mix of activities
We discussed and brainstormed about:
Defining the value and goals of social media for your organization
Identifying desired outcomes
Setting the right tone and voice for your organization
Overcoming fear and risk-aversion
Hands-on activities helped us explore:
How content goes viral
Connecting social tools to organizational strategy and capabilities
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Facebook
Twitter
Instagram
Pinterest
Wikipedia
Vine
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Beyond the Selfie: Connecting Teens and Art through Social Media (NAEA 2014)
1. Beyond the #selfie
Connecting teens and art through social media
Dana Allen-Greil
National Gallery of Art
@danamuses
Michelle Harrell
North Carolina Museum of Art
@harrell_art
2. Please tweet us during the
session
■ Use the conference hashtag: #NAEA14
■ And the session hashtag: #socialteens
How can we better engage teens
with art using social media?
3.
4.
5.
6.
7.
8.
9. How can we leverage
this behavior for
deeper interaction with
the museum?
Solution: Invite participation
and help guide interactions
with art
10. Each year
thousands of teens
visit the
National Gallery of Art
▪ Not pre-registered
▪ Not on a school tour
▪ Set loose on their own
Image: OZinOH
11. An opportunity to
acknowledge and
welcome social
behaviors
▪ Taking photos
▪ Checking in
▪ Tweeting
▪ Talking with friends
12. Approach: Start with
something we already
know how to do well
Printed self-guides to the
permanent collection
Image: Carlos Oliviera Reis
24. are mobile and social. is designed to be easy to use
with a smartphone and
common social media apps.
is also appropriate for those
who want to just have a
conversation with their
group, rather than use
technology.
Teens… Our guide…
25. share photos on Instagram
(one of the most popular
activities for teens using
mobile devices).
(80% of teens who use social
networks post photos/
videos.)
makes it clear that this
activity is welcomed and
encouraged behavior.
Teens… Our guide…
26. visiting in un-guided groups
sometimes need
encouragement and some
structure to help them focus
on works of art.
provides multiple hooks for
looking at, thinking about
and responding to art.
Teens… Our guide…
27. are interested in viewing the
Gallery’s “must-see” works of
art.
highlights a small selection of
key works in the permanent
collection.
Visitors… Our guide…
28. Lowering barriers
We selected works of art that
are more accessible to the
target audience: they feature
young people, tell a story, are
figurative, and/or are by famous
artists.
29. Asking instead of
telling
The guide probes readers to
consider their own opinions,
interpretations, and reflections on
the works of art
We avoided art historical language
in favor of an informal tone
encouraging personal reflection
30. Encouraging
discussion with friends
By prompting teens to share
their thoughts and photos with
friends on social networks, the
guide encourages teens to
consider how works of art are
relevant to their lives.
32. Visitors are actively
engaged with works of
art
▪ Careful looking
▪ Making connections between
art and life
▪ Reflecting on the creative
spirit
▪ Having fun
37. Evaluation
Formative
Prototype testing and interviews
with a group of teens on a school
visit during content development
Context
Talked with information desk
volunteers about when/who/why
they distribute the guide
Survey
Only 6 responses since July 2013
(~19,000 print guides distributed
since April 2013). All over 30, none
chaperones.
Observations & Interviews
(in progress)
Discuss the format, content,
distribution, and other ideas for
improving the experience.
41. Results
[~19,000 printed guides distributed since April 2013]
Total = 260
1.4% response rate
● Instagram: 229
● Tweets*: 31
○ 19 pic.twitter.com
○ 10 text only
○ 1 Vine (video)
○ 1 yfrog photo*not
including tweets with links to
Instagram
Responses Platforms
42. Distribution
1. Information desks
■ Must be handed out by volunteers
2. Website
■ PDF download
■ Buried under Visit > Tours & Guides > Self-Guides
3. Email newsletters
■ Targeted to teens, educators
43. Hunches & Ideas
■ Not clear that this is a guide primarily for teens
■ Prompts need to be more compelling (and simpler in
some cases)
■ Gallery needs to be actively responding and promoting
on Instagram and Twitter
■ Prompts that are integrated into the experience (e.g.,
on the wall labels or on the app) would get more
traction
■ Need to improve distribution and awareness
■ Optimize for discovery and use on a mobile device
47. WHO?
Teens across the state who
participate as a class project, in
our online course, or
independently.
Station (577-2), Gerhard Richter
German, born 1932
48. WHY?
Part of a larger state-wide
mandate to provide MULTIPLE
ENTRY POINTS for teens to
engage in art regardless of
geographic location.
Mercury Lulling Argus to Sleep, Ubaldo
Gandolfi, Italian, 1728-1781
49. Learning Outcomes
Emotional Connections. Students develop emotional
connections to art, create art inspired by the artists/works
of art, and are encouraged to connect with art in the future.
Self-directed Learning. Students become self-directed
learners, going beyond basic mastery of skills and/or
curriculum to explore their own learning opportunities and
develop a personal response to a work of art.
51. Surprises
1. Curating other student
entries into personal blogs.
2. Interest in sharing their own
work with everyone on the blog
and in digital image slam.
52. Challenges
1. Encouraging original work
and avoiding derivative copies.
● Choice-based approach
● Independent work
2. Current approach focuses on
the finished work- considering a
proposal statement and
preliminary statements for next
year.
3. Tumblr blocked in some
schools requiring an e-mail
option which makes it more
complicated.