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Lesson Plans

Re: methods for secondary museum ed.

[ Thread ][ Subject ][ Author ][ Date ]
Kathryn A Rosenfeld (
Mon, 15 Jan 1996 15:30:38 -0500 (EST)

You point out what in my view is one of the crucial aspects of and
arguments for museum education: that there is no substitute for standing
students in front of and teaching from an original work (even, I would
argue, if the kids are old enough to comprehend the difference between
the original and a reproduction).

The point is well-taken that not all schools have access to museums. I
like the idea of bringing in your own work-this must take considerable

There is also the argument that exposure to originals - even medicore
ones - is preferable to repeoductions of the so-called "great works."

University of Cincinnati - Art Education -printed on rock
outside the Art
Academy of Cincinnati

On Fri, 12 Jan 1996, Thom Maltbie wrote:

> Kathryn,
> Sorry to butt in,(this is a discussion, though). I've been teaching for ten
> years at a rural school (60 miles from Cincinnati) and therefore the
> collections are not accessible. I've discovered that kids, especially
> younger ones (we can't all teach high school), do not understand the
> inherent abstraction of the reproduction from its respective "real" work of
> art. I have, literally, thousands of electronic and paper reproductions
> which pale in comparison to a trip to the museum (we don't take those
> trips). My feeling is that this problem is partially overcome by (1) the
> "teacher as artist" and "art room as studio" switches (sometimes the
> teacher has to have a meaningful and high level involvement with his/her
> own studio work right there in the school) and (2) local artists and art
> works (no matter how good) must be used as examples so that the students
> understand the involved media and techniques. Keep discussing this, I
> struggle with this and my own work as an artist.
> Thom Maltbie
> South Ripley Elementary School
> 812-689-5383
> Versailles, IN