8 thoughts on “320 Hours: Slow Looking & Visitor Engagement with El Greco”

  1. Kelsey, thank you so much for sharing your invaluable floor experience with truly extended slow looking,i.e. the compelling interactions you had in the gallery and the inspiration you brought back into your studio art teaching. Another outcome of your project is that this humble reader know has a real curiosity to seek out this painting IRL and I know I wouldn’t have felt this way prior–

  2. Thank you for sharing your experience Kelsey! I’m curious what your thoughts are on slow looking for new/unexperienced museum visitors. Approaching a single work of art in an isolated atmosphere can often be very intimidating and almost a turn off for someone not used to viewing and interpreting artworks. I’d love to hear what your experience or methods were when helping a new visitor to find an entry point to this work of art.

    1. Hi Rebecca, Thanks for the question! I found that starting with the surface was a good entry point for many viewers. I had paper and pencil available and encouraged visitors to make simple line or shape drawings from the painting. Involving them in close looking about formal elements often led to discussions about content and subject matter. Another gallery activity that worked to encourage people to spend a little more time with the painting were word portraits. I made black and white copies of the painting that participants could then write on to describe the scene. We’d exchange papers and read the word portraits aloud. I tried lots of other activities (some more successful than others) that I’m happy to share!

  3. Does anyone have experience or successful recommended activities for slow looking with families and/or kids? I’ve had experience with a “slow looking” family tour where we talked about 3-4 objects; while most stayed on and enjoyed the experience (proven with feedback with surveys), there are always a few who leave after 5 minutes and comment that they want to see more/group moved too slow, etc. How do we get them to try it out from the beginning before they leave? (note that we also did include information that we would only look at a few objects during the introduction.)

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