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<< Having been a docent for quite some time, I tend to
think the VTS method is just as valuable with an
"adult" audience as it is with children. I sometimes
get very frustrated with some docents and others who
think that touring someone is an opportunity to show
how much they know or think they know about an artist,
an "ism", etc., etc. The audience takes a brief
glance at the object, then focuses on the speaker.
The speaker becomes more important than the object.
Art as a visual experience is replaced by this
auditory droning on and on. I do a lot of research,
but more importantly I spend a lot of time with the
With really "good" art, I think less is better. The
quality of the experience far out-weighs our American
obssession with quantity. That's in reference to the
complaints by teachers that students aren't seeing
I gotta jump in again. It seems to me that the solution to the problem of the
children not seeing enough would be to split the time. Maybe part of the time
could be spent in discussion and another part with the viewers merely
looking without interruption. Perhaps another part could be a discussion
which could take place after the whole process, back in the classroom, in
another area of the museum, etc.
THEY DISCUSS TO GET INFORMATION
THEY LOOK USING THE NEW INFORMATION
THEY DISCUSS USING THE INFORMATION AND WHAT THEY HAVE SEEN ON THEIR OWN AND
DEVELOP EVEN MORE INFORMATION AND UNDERSTANDING.