On Tue, 4 Mar 1997, Scurfield wrote:
> Megan E. Brown wrote:
> > We covered a brief unit on museum activities recently. One of the activities
> > was for the instructor to pass out words (they can be feelings, principles of
> > design, formal elements, adjectives, media, etc) and then have the students (or
> > families) find art pieces to match the word. Then as a group we went around to
> > see people's matches. You had to explain why you thought you had a match. It
> > also opened up discussion about the art work, and as we were searching, forced
> > us to read the info on the art work, or atleast look more closely at the
> > pieces. You can also do this activity with two words to match which makes it
> > more challenging.
> > Somesort of scavenger hunt for say formal elements, or style of art, or what
> > ever could be fun too.
> > Hope that is what you were looking for.
> > Megan Brown
> Thanks Megan!
> I was in a workshop at Wichita State University led by Marilyn
> Stewart several summers ago and we did a similar activity to the one you
> mentioned--an excellent way to get people to look closely and think
> about what they see. We had a bunch of little "descriptive word" cards
> --"whimsical, aggressive, joyous, heroic, shocking", etc.--which we
> connected with artworks. We used poster-sized reproductions in the
> workshop, but real artworks in the museum would be even better, or
> postcards would work also.
> Thanks for your input. Actually my question was regarding hands-on
> activities to complement art exhibitions--make-and-take activities. As
> the people who attend these events wander in and out from one activity
> to another, there isn't much opportunity to give an in-depth
> explanation. Therefore, how do you maximize the learning in this
> situation so that patrons get the most from it?