About this Site
ArtMuseumTeaching.com is a collaborative online forum for reflecting on issues of teaching, learning, and experimental practice in the field of art museum education. It is the goal of this site to connect educators, ideas, and resources around a dialogue about what we do in our practice of teaching and learning. For those who visit this site, I invite you to post your comments and reflections — and if you have content you would like to submit from your own practice or perspective, please contact me via Twitter @murawski27 (we’re constantly searching for guest writers and collaborators). You can also stay up to date by joining the ArtMuseumTeaching Google+ Community.
About the Authors
MIKE MURAWSKI: Founding author and editor of ArtMuseumTeaching.com, art museum educator, and currently the Director of Education & Public Programs for the Portland Art Museum. Mike earned his MA and PhD in Education from American University in Washington, DC, focusing his research on educational theory and interdisciplinary learning in the arts. Prior to his position at the Portland Art Museum, he served as Director of School Services at the Saint Louis Art Museum as well as head of education and public programs at the Mildred Lane Kemper Art Museum at Washington University. Mike currently serves as the Pacific Region Representative Elect for the Museum Division of the National Art Education Association, is involved with the MacArthur Foundation’s Connected Learning initiative, the National Writing Project, the Educator Innovator initiative, served as a member of the Advisory Board for the New Media Consortium’s Horizon Report 2013 Museum Edition, and serves on the Advisory Board for Art History Teaching Resources. Mike has been invited to lead workshops, lectures, panels, and docent training sessions at various institutions, including the Sheldon Museum of Art, the Crocker Art Museum, the Museum of Contemporary Art in San Diego, Los Angeles County Museum of Art, and the High Museum of Art, among others. He is passionate about how we can come to see museums as creative sites for transformative learning and how we can take full advantage of the powerful types of learning, public participation, and community engagement that museums can offer. Mike’s postings on this site are his own and don’t necessarily represent the Portland Art Museum’s positions, strategies, or opinions.
DANA CARLISLE KLETCHKA: Co-Editor of ArtMuseumTeaching.com, and currently serves as Curator of Education at the Palmer Museum of Art, The Pennsylvania State University. Dana received her PhD in art education from The Pennsylvania State University, and currently also serves as an affiliate instructor in the art education and art history programs there. Before arriving at Penn State in 2000, she held education positions at the Philbrook Museum of Art in Tulsa, Oklahoma, and the Spencer Museum of Art at the University of Kansas. She has published several articles in the journal Art Education, in addition to serving on its review panel for four years. Dana also contributed a chapter to the 2007 volume From Periphery to Center: Art Museum Education in the 21st Century. Dana’s postings on this site are her own and do not necessarily represent the Palmer Museum of Art’s positions, strategies, or opinions.
BRILEY RASMUSSEN: Co-editor of ArtMuseumTeaching.com, museum educator and consultant. Briley is currently a Ph.D. candidate in the School of Museum Studies at the University of Leicester. She was formerly the Specialist for Museum Learning at the Los Angeles County Museum of Art, where she guided and supported the teaching practices of docents, gallery teachers, and teaching artists. She was also served as the Associate Director of Education at the Neuberger Museum of Art, and was a Gallery Teacher at the J. Paul Getty Museum and Museum of Contemporary Art, Los Angeles. Briley earned an M.A. in Art History from the Courtauld Institute of Art and an M.S.Ed. in Leadership in Museum Education from Bank Street College of Education in New York. Her work brings together the practices of art museum education and art & museum history in her work. Her research explores the history of education in art museums and the relationships between art-making practices, art history, and museum pedagogy. Briley’s postings on this site are her own.
JESSICA BALDENHOFER: Associate Educator for School and Teacher Programs at the Museum of Modern Art, where she oversees all school visits and partnerships. Jessica considers working with the Museum’s diverse student and teacher populations extremely rewarding and strives to make modern and contemporary art accessible and useful for teaching many subject areas, while also providing students with meaningful experiences with works of art. In 2002, Jessica wrote Come Look With Me: Exploring Modern Art, a book designed to help teachers and parents talk about art with children. Prior to MoMA, she oversaw on-site school visits at the Guggenheim Museum, as well as the New York Historical Society. She has a BA in Art History from William & Mary, an MA in Art History from Richmond University in London and an M.S.Ed in Museum Education from Bank Street College. Jessica’s postings on this site are her own and don’t necessarily represent the Museum of Modern Art’s positions, strategies, or opinions.
SUSE CAIRNS: Doctoral Candidate in the PhD Fine Art program at the University of Newcastle, Australia. Suse’s work investigates what the networking of knowledge means for museum knowledge. She also works at her local art gallery and interns at the Powerhouse Museum in Sydney. Suse’s background includes work in the music industry, and she holds Bachelor degrees in both Fine Art (Hons) and Journalism. She cycles, hikes, and jumps at the possibility of adventure. In addition to being a museum geek and vintage fashion tragic, Suse normally blogs at http://museumgeek.wordpress.com.
JULINE CHEVALIER: Curator of Education at the Nasher Museum of Art at Duke University. She is passionate about making visual art accessible to all museum visitors. Juline has worked in the museum education field for more than ten years. She holds a B.A. from the University of Virginia in Art History and French, and an Ed.M. from the Harvard Graduate School of Education in Arts in Education. Juline serves on the board of the North Carolina Art Education Association as well as the organizations President-Elect. She has also served as a member of the exhibitions committee for KIDZU Children’s Museum in Chapel Hill, NC. In her free time, Juline keeps her hands busy with knitting, sewing and jewelry-making. Juline’s postings on this site are her own and don’t necessarily represent the Nasher Museum of Art’s positions, strategies, or opinions.
FELICE CLEVELAND: Director of Education at the Mattress Factory in Pittsburgh, PA. Prior to her time in Pittsburgh, Felice spent five years as the Education Coordinator of the American Visionary Art Museum in Baltimore. She has a Masters of Art + Design Education with a focus in Community Arts from the Rhode Island School of Design and an undergraduate degree in Contemporary Art History and Printmaking from Western Washington University. Felice also spent two years as a Peace Corps Volunteer teaching English in a rural Cameroonian village. Felice is passionate about making art accessible to students and their community and creating programming that engages families and encourages creative confidence. She works daily to create a safe haven within the museum setting – for exploring, inventing, failing and thinking. Felice’s postings on this site are her own and do not necessarily represent the Mattress Factory’s positions, strategies, or opinions.
RACHEL CRUMPLER works as a museum educator for the Solomon R. Guggenheim Museum, Noguchi Museum and Whitney Museum of American Art. She also teaches art classes for Foster Pride, a non-profit organization that provides free classes to children in the New York City foster care system. She holds a MA from Stony Brook University in Art Theory, History and Criticism. Rachel’s postings on this site are her own and do not necessarily represent the positions, strategies, or opinions of the Noguchi Museum, the Guggenheim Museum, or the Whitney Museum of American Art.
ANDREA DE PASCUAL: A bilingual (Spanish-English) education specialist, artist, and researcher, Andrea is founding member of the collective Invisible Pedagogies and creator of the project The Rhizomatic Museum. She has worked for the past 8 years in a variety of museums, cultural institutions, and praxis collectives. Her work has focused on how the museum can be activated not only as a site for individualized contemplation, but also as a community-based site where knowledge is shared, and social, political and environmental issues are addressed. Andrea graduated from the Masters Program in Art Education at New York University in 2013 while on a Fulbright Fellowship, in connection with her Doctoral work as a candidate in Art Education in Museums at the Universidad Complutense de Madrid. Her dissertation is titled “Non Hierarchic Knowledge Production Strategies Within Western Visual Art Museums: The Rhizomatic Museum.” Andrea’s postings on this site are her own.
JENN DEPRIZIO: Director of Visitor Learning at the Isabella Stewart Gardner Museum in Boston, MA. Her particular interests are gallery teaching and effective training strategies, as well as ways to engage young adults, and her work on Gardner After Hours has taught her quite a bit about this. Jenn also teaches the foundation museum education course for Tufts University’s Museum Studies Graduate Program. She previously served as the Education Specialist for Public Teaching Programs at the J. Paul Getty Museum, and held education positions with the Worcester Art Museum and Vermont Historical Society. She holds a B.A. in Art History from the College of the Holy Cross and a M.A.T. in Museum Education from The George Washington University. When she’s not thinking about art and museum education, Jenn can be found writing about cocktail culture at nightcapped.com. Jenn’s postings on this site are her own and don’t necessarily represent the Isabella Stewart Gardner Museum’s positions, strategies, or opinions.
LAURA DISCIULLO: Currently works with the Gadsby’s Tavern Museum in Alexandria, VA, as well as the Newseum in Washington, DC. Laura has taught in a preschool with a museum-based curriculum and has worked in education, visitor services, and evaluation in museums in the DC area. She currently lives in Washington, DC, where she earned her Master of Arts in Teaching in Museum Education at the George Washington University, and she blogs about museum education and visiting museums at informedhumane.wordpress.com. Laura’s postings on this site are her own and don’t necessarily represent the Gadsby’s Tavern Museum’s or Newseum’s positions, strategies, or opinions.
PATTY EDMONSON: Intergenerational Interpretation Specialist at the Cleveland Museum of Art, Patty was part of the team that created the new interactive gallery, Gallery One. She works with Gallery One volunteers, college and high school students, and co-created the Teen CO-OP in 2013. Before coming to the Department of Education and Interpretation at the Cleveland Museum of Art, Patty worked in the Costume Institute at the Metropolitan Museum of Art. She holds a Master’s degree in American Material Culture from the Winterthur Program at the University of Delaware. Patty’s postings on this site are her own and don’t necessarily represent the Cleveland Museum of Art’s positions, strategies, or opinions.
ALLI FEIGEN: Currently Education Manager at the New England Carousel Museum in Connecticut. Alli received her M.A. in Museum Education from The University of the Arts in Philadelphia, Pennsylvania. Previously, she worked as Museum Teacher at the National Building Museum and Gallery Educator at the National Portrait Gallery. She was also a Lead Teacher at the Smithsonian Early Enrichment Center, where she led a classroom of toddlers in a curriculum based in the Smithsonian Museums on the National Mall in Washington, DC. Alli’s postings on this site are her own and do not necessarily represent her employer’s positions, strategies, or opinions.
BRINKER FERGUSON: Kress Foundation Digital Media Fellow at the Fine Arts Museum of San Francisco and a first year Ph.D. student at the University of California Santa Cruz focusing on digital heritage and Oceanic studies. When not in the library she enjoys playing with her dog coco and climbing tall trees. Brinker’s postings on this site are her own and don’t necessarily represent the Fine Arts Museums of San Francisco’s positions, strategies, or opinions.
JESSICA DE LA GARZA: Museum Educator Advisor for Museo Nacional de San Carlos in Mexico City, Mexico. Jessica has worked in museums since 2005, having previously worked in establishing volunteer programs and educational projects for various museums in Mexico City, including Museo Nacional de Antropologia, Museo de Arte Moderno, MNH Castillo de Chapultepec, and the Casa Estudio Diego Rivera y Frida Kahlo. She serves as a liaison between the US and Mexico, and has played a pivotal role in creating MxAEA, the Mexican alliance organization to the National Art Education Association. Jessica’s postings on this site are her own and don’t necessarily represent the Museo Nacional de San Carlos’s positions, strategies, or opinions.
CAROLINE GOESER currently serves as the Director of the Department of Education and Interpretation at the Cleveland Museum of Art. Joining the museum in 2009, she reorganized the Education Department in 2012 to focus on two primary goals: 1) invigorating classroom experiences through object-based educational programs, and 2) creating vital experiences with works of art in the galleries through interpretive text, technology, gallery teaching, and public programming for visitors of all ages. Caroline collaborates with the Chief Curator and Directors of Information Technology and Design to oversee the new Gallery One, an interactive gallery for intergenerational visitors. She has facilitated and enhanced the museum’s collaborative interpretation program, which has garnered national recognition with the recent award of an NEH Challenge Grant. With colleagues at CMA and Case Western Reserve University, she has worked to re-envision the joint CWRU-CMA doctoral program in art history, which recently received a major grant from the Mellon Foundation to focus on object-based study. Caroline’s postings on this site are her own and don’t necessarily represent the Cleveland Museum of Art’s positions, strategies, or opinions.
CLARE HAGAN: Humanities teacher at DeWitt Clinton High School in the Bronx, NY. At DeWitt Clinton, Clare has developed and implemented curriculum based on museums as a resource, museums as an object of study, aesthetic education and object-based lessons. She has presented her Humanities curriculum at the Metropolitan Museum of Art and has conducted professional development workshops on object-based lessons. In addition to her MA in English Education from Teachers College, Columbia University, she has studied critical issues in museum education at Teachers College and aesthetic education at Lincoln Center Institute. Currently, through generous funding from the National Endowment for the Humanities, she is studying Islamic verse and will be publishing her museum infused curriculum online this summer. Clare’s postings on this site are her own and don’t necessarily represent DeWitt Clinton High School’s positions, strategies, or opinions.
CHRISTINE HEALEY: Education Manager at Heide Museum of Modern Art Melbourne, Australia. Christine is responsible for the development, implementation and evaluation of student and teacher programming, online resources, special projects and the education volunteer program. Christine is a PhD candidate at RMIT University researching the practice and pedagogies of museum educators working at publicly owned Australian art museums and galleries. She is the current secretary of Museums Australia Education National Network and general committee member ofEducation Network Victoria. Christine is a VIT registered teacher who values divergent thinking. She is passionate about creating high impact art experiences in museums for young people who visit with their school and would otherwise not get to experience art in a museum setting. Tweeting @ChristineHealey. Christine’s postings on this site are her own and do not necessarily represent Heide Museum of Modern Art’s positions, strategies, or opinions.
OLGA HUBARD: Associate professor of art education at Teachers College, Columbia University. Olga is interested in the humanizing power of art and in how educators can help promote meaningful art experiences for learners. She has published extensively about this issue, particularly in the context of museum education. Her scholarship has appeared in journals including Studies in Art Education, Curator: The Museum Journal, International Journal of Art and Design Education, Journal of Aesthetic Education, Journal of Museum Education, and Art Education: The Journal of the National Art Education Association. Olga’s writing is informed by years of experience as a museum educator and art teacher, and by her ongoing studio art practice. She holds doctoral and master’s degrees in art education from Teachers College, an MFA from the School of Visual Arts, and a BA in Art History from the Universidad Iberoamericana (Mexico). Olga’s postings on this site are her own and do not necessarily represent Columbia University’s positions, strategies, or opinions.
CHELSEA EMELIE KELLY: Manager of Digital Learning at the Milwaukee Art Museum, where she develops educational technology initiatives and oversees and teaches teen programs. She has previously worked at the Frances Lehman Loeb Art Center, the Metropolitan Museum of Art, the Frick Art & Historical Center, and the Carnegie Museum of Art. A graduate of Vassar College, she is currently pursuing an M.S.Ed. in Leadership in Museum Education at the Bank Street College Graduate School of Education as a Kress Foundation Fellow. She also involved with Smarthistory.org and the #teensinmuseums initiative. Chelsea’s postings on this site are her own and don’t necessarily represent the Milwaukee Art Museum’s positions, strategies, or opinions.
EMILY KOTECKI: Associate Coordinator of Teen and College Programs at the North Carolina Museum of Art. Emily creates online and onsite programming for these audiences, including art competitions, arts councils, and developing online courses. Prior to museums, Emily worked at The Washington Post as a multimedia politics producer covering the 2008 presidential campaign. She received her received her Master of Arts in Teaching from The George Washington University and holds a Bachelor of Arts in Broadcast Journalism from American University. Follow her on Twitter @EmilyKotecki or visit www.emilykotecki.com. Emily’s postings on this site are her own and do not necessarily represent the North Carolina Museum of Art’s positions, strategies, or opinions.
ANNE KRAYBILL: School and Community Programs Manager at Crystal Bridges Museum of American Art. With a team of educators, she developed and implemented all programming related to K-12 students, teachers, and pre-service teachers as well as community groups. She has held positions at the Walters Art Museum in Baltimore, MD, the Pennsylvania Academy of Fine Arts, Norton Museum of Art in West Palm Beach, the Center for Creative Education, and the Vero Beach Museum of Art. Prior to joining Crystal Bridges, she worked as the Art School Director at the Durham Art Council, managing visual and performing arts classes for over 3,000 youth and adult students annually. She is currently developing a distance learning initiative for Crystal Bridges and pursuing her Ph.D. in Education Policy at the University of Arkansas. Anne’s postings on this site are her own and don’t necessarily represent the Crystal Bridges Museum of American Art’s positions, strategies, or opinions.
MICHELLE MARCUS earned her Ph.D. in Art History from the University of Pennsylvania. Before taking on the position of resident art historian and museum educator at The Dalton School in New York, she split her time between college teaching, curatorial consulting, and writing about the art and archaeology of the ancient Near East. Her research and publications have been supported by grants from the Metropolitan Museum of Art, the Getty Foundation, the Mellon Foundation, and the National Endowment for the Humanities. More recently, she has been speaking and writing about using images to teach history on the K-12 level. Beta grants from AMICO and Artstor supported her early efforts to use digital art images at Dalton. Michelle’s postings on this site are her own and do not necessarily represent the The Dalton School’s positions, strategies, or opinions.
DANA MITROFF SILVERS: Web strategy consultant and design thinking facilitator with expertise in museums, nonprofits, and educational organizations. Dana is the former Head of Online Services at SFMOMA, where she oversaw the research, development, design, and production of the museum’s award-winning site, www.sfmoma.org, for over 10 years. At SFMOMA, she introduced design thinking practices and spearheaded a partnership between the museum and the Stanford d.school. Dana has led design thinking workshops for such clients as the Contemporary Jewish Museum, JFK University, Museum Computer Network, Nonprofit Technology Network, Arlington County Office of Economic Development, and Academy of Art University. You can learn more about Dana at www.dmitroff.com and read about her current work with design thinking at www.designthinkingformuseums.net.
SHANNON MURPHY: Currently teaches at the Noguchi Museum, the Guggenheim Museum, the Museum of Modern Art and the Cooper-Hewitt National Design Museum. She is constantly experimenting with new strategies to engage visitors and students with art. Shannon holds a BFA from the Rhode Island School of Design and is working on her MA at the City College of New York. In her free time she enjoys yoga, papermaking, and playing soccer with friends. Shannon’s postings on this site are her own and do not necessarily represent the positions, strategies, or opinions of the Noguchi Museum, the Guggenheim Museum, the Museum of Modern Art, or the Cooper-Hewitt National Design Museum.
JEN OLENICZAK: Founder of The Engaging Educator, a NYC-based organization that specializes in theatre, improv, and movement workshops and professional developments for educators. With a dual background in art history and theatre, Jen is also a museum educator, trained actor, and improviser. She’s worked as an educator with the Guggenheim Museum, Metropolitan Museum of Art, MoMA, Brooklyn Museum, The Frick Collection, Noguchi Museum, and New York Transit Museum. Jen keeps herself busy performing with National Comedy Theatre and searching for new delicious food spots. Jen’s postings on this site are her own and do not necessarily represent the positions, strategies, or opinions of the Noguchi Museum, the Guggenheim Museum, the Museum of Modern Art, or The Frick Collection.
SEAN OLSEN: Research and Experience Coordinator at the Oakland Museum of California, and a member of the we/customize curatorial team trio. An artist and an educator, Sean has an MFA from Mills College. He has taught at Diablo Valley College as well as Mills College. Sean lives and rides his bike in Oakland. Look for the guy with the custom dress shoes with SPD cleats. Sean’s postings on this site are his own and don’t necessarily represent the Oakland Museum of California’s positions, strategies, or opinions.
PJ POLICARPIO: A passionate museum educator and programmer interested in the intersection of art, literacy, history, creativity, identity, and community, PJ is experienced in designing multifaceted lesson plans and programming as well as leading guided gallery visits for K-12 students. He has created and/or facilitated art workshops for children, teens, and families at the Children’s Creativity Museum, Children’s Museum of Manhattan, Brooklyn Museum, and Queens Museum. His students’ artwork has been exhibited at the Brooklyn Museum. PJ’s postings on this site are his own.
RACHEL ROPEIK: Museum educator at the Brooklyn Museum and the Museum of Modern Art; Smarthistory contributor; and cultural docent for Context Travel. Rachel teaches New York City K-12 students, conducts professional development for teachers, helps families encounter museums around New York, and does her best to help all her audiences feel valued and validated in a museum space. She holds a B.A. from Wellesley College, M.A. from the Courtauld Institute of Art, and her current professional interests are in the places where accessibility, technology, and multi-modal learning intersect with art museums. She can also perform a passable jazz dance routine and tell you a dissertation’s worth about 19th century European menswear. Rachel’s postings on this site are her own and don’t necessarily represent the positions, strategies, or opinions of the Brooklyn Museum, MoMA, Smarthistory, or Context Travel.
LINDSAY SMILOW: Manager of School Programs at the Queens Museum of Art, where she conceives, implements, and manages an active and vibrant body of discussion-based and studio programs centered on the museum’s permanent collection and special exhibitions. She has a passion for collaboratively conceptualizing professional development for museum educators, teaching artists as well as for NYC School teachers and education professionals in a way that democratizes the learning process and builds a community of lifelong learners. Lindsay has a background in Studio Art and Art History and is currently an Art History PhD Student at the CUNY Graduate Center. In her spare time, Lindsay can be found jogging on the streets of NYC, searching for delicious and authentic eateries, and probably listening to 80s music. Lindsay’s postings on this site are her own and don’t necessarily represent the Queens Museum of Art’s positions, strategies, or opinions.
GREG STUART: Adjunct faculty at Portland State University, Greg received an M.A. in Modern and Contemporary Art History, Theory, and Criticism from the School of the Art Institute of Chicago. He has worked as a museum educator at the Portland Art Museum, the Art Institute of Chicago, and Loyola University Chicago’s Museum of Art. He is interested in the intersection of contemporary art practice and museum interpretation. Greg’s postings on this site are his own and don’t necessarily represent Portland State University’s positions, strategies, or opinions.
KATE SUTLIVE: Freelance educator with a particular interest in discussion-based programs for school groups and emerging adults. Kate teaches at the Metropolitan Museum of Art and the Museum of Modern Art, and is also involved with New York City’s Museum Magnet School through her coursework for the MSEd in Museum Education at Bank Street College. Other interests include professional development for educators, good coffee, and exploring all that New York has to offer. Previously, she worked with the Museum of Fine Arts, Boston, and taught at a Montessori school. She holds a BA in Art History from Mount Holyoke College and an MA in Art History from Boston University.