When I first started hearing news about the coronavirus in China I didn’t understand the seriousness of this disease and how it would quickly come to change everything about our lives. I had taken vacation time to spend part of Spring Break with my family and when I returned to work on Thursday, March 12 I was surprised to hear that attendance had been low and people were opting to stay home. That evening and the next morning, conversations were brewing at the museum about potentially closing to the public. I attended a series of meetings on Friday, March 13 and felt like I was getting new updates every hour about what this would mean for our institution, staff, and community.
That day felt like a whirlwind, and though I would still go into the office the following Monday to gather files and prepare myself and my team for working from home for the foreseeable future I knew everything had changed. As a photographer, I am always documenting my life and the world around me. Through the images below you can get a glimpse into the world as my family (husband, 13 year old daughter, 2 year old daughter, and various dogs) and I have experienced it the past few weeks. See the caption with each image for additional text.
This new normal for my family has had its ups and downs. Being (mostly) confined to our somewhat small home and trying to focus on work in a shared space with a teenager, a two year old, and my significant other has been difficult. Worrying about when the museum will reopen, when or if schools will be back in session, and if my loved ones or I will get sick has been a slow build-up of anxiety that I have never experienced before. But, I truly enjoy taking a lunch break and eating at the table with my family instead of eating at my desk as I work through lunch. It has been so nice to get outdoors more often whether we are going on walks, working in the garden, or running around the backyard with the dogs.
How have you been managing work, family, friends, your own mental health during this time? What aspects of this new way of living do you plan to hold on to when this is all said and done? What aspects of the old way of living do you look forward to getting back?
About the Author
JESSICA FUENTES: Manager of School and Community Outreach, Amon Carter Museum of American Art. As an art educator with over thirteen years of experience Jessica has taught in both classroom and museum settings. She received her MA in Art Education from the University of North Texas. Jessica worked for six years at the Dallas Museum of Art as the Manager of Gallery Interpretation and the Center for Creative Connections prior to joining the Carter in 2018. Though much of her passion and work is focused on her local community, she serves on the Education Planning Committee for the Smithsonian Latino Center and as the Representative-Elect for the Western Region of the Museum Division of the National Art Education Association. In her downtime she can usually be found with her daughters out in nature, enjoying an art museum, or making art in their home studio. Jessica’s postings on this site are her own and don’t necessarily represent the Amon Carter Museum of American Art’s positions, strategies, or opinions.
Right now, I realize that we are all affected by the current coronavirus pandemic in wide-ranging yet different ways. From the realities of severe economic downturn and the daily experience of physical distancing to concerns about our own health and the well-being of our families, friends, and loved ones, this is a challenging time for us all — our entire global family. Moments like this change us. And I believe that it is part of our collective human responsibility to reflect on moments like this, to write about our experiences, and to share our stories with each other. Stories that allow us to be vulnerable, open, honest, and more human.
At times in my own life when I feel the most challenged, I reach for the writings of Buddhist teacher Pema Chodron. In her transformative book When Things Fall Apart, Chodron explores the human response to moments of intense despair and loss. I grabbed my copy of this book off the shelf last week, and began flipping through the pages, reading bits from each section. One sentence stood out to me more than all the others: “This very moment is the perfect teacher.”
Open Call for Writings and Reflections
So here is my invitation and open call. I would love to gather together a series of posts over the next weeks and months from anyone willing to share their own reflections during this time of crisis, this very moment. There are few if any guidelines here, and I’m open to any type of personal writing as well as creative responses that open up new ways for us to share our stories.
Here are some questions that are interesting me, but more importantly I want to know what interests you about what you are seeing, hearing, and feeling during this time.
How have you been affected by the current crisis?
How are you and others taking care of yourselves and each other through these difficult times?
What does strong, compassionate leadership look like for you right now?
How can museums continue the vital, necessary work of dismantling systems of oppression during and after this crisis?
As we move further into this crisis, how can museum leaders (and those who remain working for these institutions) place human care and relationships above all else?
In what ways can museums and cultural organizations serve as places of healing and connection for our communities?
What is something that has gone unspoken or unsaid since the beginning of this pandemic and its impact on museums and cultural institutions?
How to Submit
If you are interested in submitting or have something to submit for publishing online as part of this series, please just send me an email at email@example.com. I only have one requirement for these posts — each submission must have at least one image or photograph (that we can reproduce here on this blog); and I’m happy to help find an image if you don’t have one.
Share this Open Call to anyone in your community who might be interested.
I am continuously grateful for everyone who has come together to support each other during this pandemic. I hope this series of posts, writings, and stories can be a way for us to be listening to each other and find human connection, loving-kindness, and compassion amidst the darkness of these difficult times.
In my first blog post in 2018, Playing with Authority: Reflecting on Child-Led Gallery Experiences, I enjoyed exploring the concept of control as it applies to working with early learners in the museum. I asserted that, when trusted to bear the burden of control for themselves, and empowered to do so, children are fully capable of leading their own learning opportunities. In this post, I’m interested in delving more deeply into the idea of authentic learning. That is, learning driven by respecting young learners for who they are and what they can contribute.
Lilting echoes of giggles and flip-flops slapping the travertine floors floating around me like butterflies. I question my decision to give free reign to these families in the largest gallery in the museum. It’s too late to make changes, but it makes me nervous that I can’t see and gather everyone easily. I do a few laps around the gallery, and everything seems to be alright. The more controlling part of me would prefer an easy line of sight for each participant, a connection reminding them that I’m “in charge,” whatever that means.
I pull a large canvas bag from under the bench. It’s lumpy, full of irregular things. Something rattles, something clinks. I retrieve each object from the bag, laying them out on the bench in a neat grid. I spent the entire weekend prior to this moment considering these objects, searching through museum storage cabinets and perusing my shelves and drawers at home, looking for the perfect articles. Compelling, but everyday. Sturdy. Tactile. A teacup, a rain stick, a tartan scarf, a wooden boat, a blue dinosaur, a crocheted cactus, a tree disc, a sand dollar, a floral bonnet, a magnifying glass, an empty notebook, an embroidered dish towel.
“Alright, my friends! Come gather ‘round!” I whisper/yell into each gallery space. As usual, some families are ready while others are still deeply entrenched in their first activity. I whisper, “whenever you’re ready!” to those families, assuring them that it’s alright to continue exploring where they are. After a quick pull from The Wiggle Jar and five rounds of “Head, Shoulders, Knees, and Toes” at increasingly quick intervals, we’re ready. Breathless from wiggly exertions, I try to explain the next activity before the children can grasp their objects of interest. It feels like I’m standing at the start of a race, participants pawing at the ground, angling for a better position.
I ask each family to choose one of the objects, then take it back out into the galleries and find an artwork that fits with it. It can fit for any reason (color, content, smell, etc.). There are no correct or incorrect answers. The only rule: when they find an artwork, they must connect their new object to it in some way. There’s a mad rush for the dinosaur and the boat, and I calmly remind a couple of crestfallen four-year-olds and a sullen adult that they can do this several times with several different objects. “Come back in a few minutes!” I suggest.
We disperse. I pick up an object as well. I get a laugh or two as I meander through the galleries wearing a bright floral bonnet, searching for a sunny painting. I circulate among the families, listening to stories, making jokes, asking questions. An adult worries they’ve misheard the instructions. A 6-year-old can’t decide which artwork to choose and plops down between the two.
A little boy with brown curls draws maps in the notebook, dotted paths connecting artworks. I welcome his interpretation of the game, taking joy in his deliberate marks and thoughtful travels. The sky-blue dinosaur goes on many journeys, resting camouflaged up in the sky above Venice, preying on sheep at the edge of a forest, and hitching a ride on a storm-worn sailboat. We share our stories with one another, marveling about all the different ways we’ve used our toys. We decide to try tying our stories together. It’s disjointed, but it works!
After the program ends, I locate an errant teacup sitting quietly at the feet of Elisabeth Louise Vigée Le Brun’s Self-Portrait, filled with tiny scraps of crumpled paper. Reflecting on the day’s outcomes, I remember several discussions and trainings from my years at the museum. In a group of docents or other adults discussing methods for engaging early learners in the galleries, the same questions always emerge:
How do I communicate on their level?
What if they don’t understand the terms I use?
How do I make the subject relevant to their interest and ability to comprehend?
All of this is fine and good, but when do we tell them the REAL information?
How do I communicate with THEM? How do I share MY information with THEM? Sure, playing games is fun, but when do we teach them the real actual facts? The perspective of these questions interests me, because they immediately pose an us/them dichotomy between the teacher and the child. The questions imply that there’s a specific, correct chunk of information for each artwork. That people surely can’t leave without knowing this and such fact. But there’s no pause to question what the children and adults in their group might bring to the discussion, and whether the group will value the facts we have to give. These questions fail to ask what is, arguably, the bigger question:
How can we, as facilitators, enable a flow of information between, around, and through one another? And by the way, since when is fun not serious?
We should interrogate the idea of “dumbing down” what one might believe are the important facts about an artwork, and instead assume competence with every learner. It isn’t productive to presume that children aren’t capable of exploring complex topics. It is even less productive to suppose that children will always be interested in the same information or the same engagement strategies we have used in the past.
Instead, it’s our job to facilitate that complexity, to find multiple entry points to the discussion, and to implement methods of approach that respond to the developmental needs of each child. We do not give up after one try. There is no one complete museum visit, and our visitors will never be done learning and exploring, so why feel stressed about the nature of the knowledge they take away?
In fact, constructing opportunities for dialogue and play early on and then pivoting to say, “alright, now that all that silliness is over, here’s what’s REALLY going on,” totally negates the knowledge stitched together in the early parts of the conversation. Humor, play, and fun are serious work, particularly for young children. As a method for working out ideas, practicing empathy, and growing comfortable with new skills, play is vital. When we set up a division between “real” learning and “just playing,” we’re disrespecting the very acts by which children learn. What outcomes are we trying to achieve when we do this?
Every contribution is a piece of knowledge. Every piece of knowledge is important. On my checklist of learning, there is no hierarchy of fact, other than what best serves the learner in front of me. And so, in conceptualizing lessons for my early learners, I add another question to the mix:
What environment do my families and I need in order to learn authentically?
In my experience, we need the following things:
We need novelty to keep us guessing, flexibility to allow for new explorations and insights, and understanding so that we can better communicate our ideas with one another. Everything else, all the materials and instructions and scaffolding, is icing.
By using our found objects as an open-ended platform, families looked, noticed, learned, and shared with one another in their own ways. There were very few rules and even fewer actual constraints for the families to follow, out of which blossomed opportunities for authentic, personal, learning. Learning about self, boundaries, communication, laughter, surprises, comfort, confusion, and, sure, throw in some early literacy and visual analysis skills while you’re at it.
In this environment, we all get to explore and share something new. We all get to be teachers and learners at one time. We can trust our youngest learners to take on the complex reins of facilitation when we provide them with the tools to figure it out. Choose a toy, find an artwork, tell a story.
About the Author
ALLI ROGERS ANDREEN: Community Engagement Coordinator at the Kimbell Art Museum in Fort Worth, Texas. She develops and collaborates on a variety of programs, and works primarily with multi-generational groups, teens, and adults with intellectual and developmental disabilities. She thoroughly enjoys collecting resources, capturing strange smells, making sound suits, and crowing like a rooster in the galleries. She received her MA in Museum Education with a Certificate in Art Museum Education from the University of North Texas and her B.F.A. in Studio Art from Texas State University.
Written by Jessica Fuentes, Center for Creative Connections (C3) Gallery Manager, Dallas Museum of Art
The creative process is often described as cyclical and sometimes, when I’m in it, it can feel like I am going around in circles, ending up where I started. Hopefully, when I come back around that circular process, my ideas have evolved so though I may be in a familiar place I am truly somewhere new. Perhaps the path of the creative process is then more like a spiral, repetitious yet constantly moving forward. This concept not only illustrates an important artistic process that we want to share with visitors to the Center for Creative Connections (C3) at the Dallas Museum of Art, but also it describes the methods we employ as our space evolves. The creative process is an inspirational component of C3 and it is exemplified through the Art Spot, a hands-on art making area.
A Brief History
In 2008, the hands-on art-making area within the C3 exhibition Materials and Meanings was called the Materials Bar. With a total of eighteen standard and tall seats, the space was designed as a communal area for visitors of all ages. The Materials Bar provided a hands-on experience of the creative process engaging visitors with an inspiration wheel, videos that modeled techniques, materials that encouraged play, and a reflective label writing component. The materials provided were similar to or related to works of art on view.
In 2010, C3 presented its second exhibition, Encountering Space, which involved a complete redesign of the entire C3 and transformed the Materials Bar into the Space Bar. Though it remained a hands-on making area, the focus on the new exhibition theme was evident in the inspirational prompts and reflective labels. Prompts challenged visitors to “transform a cube of space” or “build a sculpture with positive and negative space.” The label cards not only encouraged visitors to reflect, they also introduced vocabulary about space through a word bank. Additionally, the seating was expanded to accommodate twenty-six visitors.
In 2012, C3 transitioned away from themed exhibitions and towards a more fluid process of rotating works of art. Along with our process, the physical space changed, reflecting the end of Encountering Space and the beginning of a simplified graphic identity to reflect the DMA brand. With additional seating for a total of forty-four visitors, the area was renamed the Art Spot: Anytime art-making for everyone. Since then, we have experimented with different approaches. For a year we focused on one work of art, Family Portrait 1963 by Martin Delabano. Although we changed the materials and prompt every couple of months, they always related back to the work of art. The following year we explored the broader idea of creativity. We provided unconventional and everyday materials (like red plastic cups, spoons, paperclips, and twist ties) and challenged visitors to make something new and unexpected with them. More recently we have made connections between the Art Spot materials and our wall of visitor-submitted images with themes like Textual Awareness or Flowers.
Commonalities and Spiraling Forward
For me, the creative process can be simplified to four steps: inspiration, exploration, creation, and reflection. With each iteration of the making area in C3, we come full circle. We start with an idea—a theme like materials, space, or creativity— or a work of art. Next, we explore the possibilities of that idea and play with what it might look like. Then, we construct it for visitors to experience, and finally we reflect on the actual visitor experience. Over the years, the various iterations are in many ways similar, but with each new endeavor we learn and revise. In each iteration we were inspired by visitors, and hoped to inspire visitors — as art museum educators, we place an importance on encouraging visitors to connect with works of art. Furthermore, the area has always been about three-dimensional making and the creative process. In our upcoming redesign, we are sticking with these tenants, but are approaching them in different ways.
In the past we strived to inspire participants with the art on view in the Center for Creative Connections, though we found this can be difficult when the works of art are not directly adjacent to the making area. Often visitors come straight to the art-making area without looking at the works of art or, if they spend time looking at works of art, they may not be thinking of those objects when they arrive at the making area. When we installed Family Portrait 1963 directly in the Art Spot, we hoped that visitors would be more prone to draw inspiration from the work. We found that despite its positioning and large size, it quickly gets lost behind a sea of visitors when the Art Spot is full.
In the upcoming redesign, we are installing more works of art in the Art Spot and are strategically placing them near the tables where participants will be creating. Furthermore, the cases housing these works will have prompts directly on the glass to provoke thought and discussion about the materials, design, and process. These kinds of prompts can help visitors get into the making mindset, a way of critically looking at and exploring materials.
Also, our approach to choosing works of art has shifted. In the past we chose works of art that exemplified a concept and might inspire visitors to create. This time we are taking our inspiration from our visitors. Over the past few years we have documented the kinds of creations made at the Art Spot. We know that, regardless of the theme or materials, there are common items that are made: rings, animals, flowers, hats, and woven objects. So, we started with those observations and chose works of art that visitors might more easily relate to and that had some evidence of both the materials and the method of making.
Finally, we will continue to encourage the creation of three-dimensional objects, but rather than having one set of materials, we will offer different materials at different stations that relate to the nearby works of art. This will offer some variety so that visitors have more options.
When the Art Spot reopens in the next week, we will continue to ask for visitor input and revise, because being an experimental space means that we are constantly evolving through the creative process. We will document the creations visitors make; read the reflective statements they write; talk with them about the works of art, the materials, their creations, and their overall experience to get a sense of what aspects of the new design are working and what we may revise.
How Do You Do It? Share Your Thoughts
How would you describe your creative process?
How do your programs, activities, and gallery spaces change and evolve?
Share your thoughts with us in the comments section below, and let’s collectively reflect a bit more on our planning and reflection processes for these types of creative, experimental spaces in museums.
Written by Jessica Fuentes, Center for Creative Connections (C3) Gallery Coordinator, Dallas Museum of Art
“Every child is an artist. The problem is how to remain an artist once we grow up.” – Pablo Picasso
Reposted from the Dallas Museum of Art’s education blog DMA Canvas, where the museum’s fantastic education team writes about creativity, community outreach, technology, and insights into the field of museum education.
The Center for Creative Connections (C3) at the Dallas Museum of Art is unique because we focus on learning by doing. That means we design activities for people of all ages to learn about works of art from the collection by participating in a hands-on way. The activities we create to accompany works of art prompt visitors to engage in ways that are different from the standard didactic approach of a wall label. In C3, we want to provide experiences where visitors can make personal connections by drawing, writing, making, and discussing works of art with each other.
This kind of active engagement carries a certain stigma; many people assume that it’s only for kids, mainly because we are used to seeing activities like these in children’s museums. Part of our design process is to evaluate visitors’ experiences by observation, interviewing and counting. We’ve learned that half of our participants are adults and that there is a reoccurring theme in their comments regarding why they participate. So, why do adults flock to C3 to draw, write, make, and talk about art? Because it connects them to a childlike curiosity and creativity which, as an adult, often takes a backseat to other responsibilities and tasks.
In January 2014, we installed a large table in the middle of the C3 Gallery, that hosts three activities that rotate on a monthly basis. As a part of the evaluation of these activities, we interviewed visitors about their motivations for participating, their past experience with art making, and their view of the value derived from participating in a making activity at the Museum. I was repeatedly intrigued by the responses of the adult participants.
For example, I spoke with a couple participating in a portrait drawing activity which encouraged close looking at the proportions and scale of the human face. The couple, in their mid-thirties, each claimed to have no artistic experience. Through our conversation, they divulged that they both graduated from arts-based college programs. “I went for fashion, like a BFA in Design, and he went for Graphic Design. We don’t really draw in our free-time though, I mean, he does for work,” the woman stated as she looked over at the man who accompanied her. He added, “Yeah, but just on the computer.” Then the woman broke in, “And I do for work, but it’s not the same. Like, I do fashion sketches, not this kind of drawing.” I prodded them a bit to understand what “this kind of drawing,” meant. “Well, it’s like… it’s fun. Like drawing before was so serious and it had to be perfect, cause you were doing it for a grade. But this is just for enjoyment.”
This idea was reinforced by further conversations with other adult participants: drawing, making, and discussing in C3 is fun in a freeing kind of way. I interviewed another thirty-something couple drawing at a light box activity designed to assist in the making of hybrid imagery. The man began with, “I’m guessing this was made for children? It’s fun and different and I didn’t expect to see this here.” The woman with him agreed, “Yeah, it’s like that spark of creativity, kind of… childlike. I didn’t think I’d spend as much time or get into it like I did.” A sixty-something man participating in the portrait drawing activity remarked, “I used to take art classes, but it’s been so long ago… it’s like I forgot that and I saw this and I remembered.” This feeling of nostalgia for something that is no longer a part of someone’s everyday life was also a common response from adults. Many adults responded that they enjoy drawing or making but, “don’t do it enough.”
Aside from drawing-based activities, the Center for Creative Connections also has a drop-in art making area with large communal tables called the Art Spot, which we say is the place for “anytime art-making for everyone.” We invite visitors to explore their creativity by making creations out of unexpected or everyday materials. Every two months we change the materials and provide a prompt to inspire ideas. Each time I’m hesitant and wonder, “What will people make with this?” But, I am always delighted and surprised by the imaginative creations that are made and left behind. Children often come to C3 and head straight for the Art Spot, while adults can be a bit more tentative. However, regardless of age, most visitors stay anywhere from 5 minutes to two hours, with an average of about 20 minutes. Once they gather their materials they become immersed in their creation. For some it is a hands-on problem solving activity while for others it is about manipulating materials. How can you combine these objects (cups, spoons, paperclips, wire, egg cartons, cardboard, etc.) into something unique and surprising? This kind of open-ended activity, reminiscent of childhood playing and pretending, is not often made available to adults. I frequently watch my eight-year-old daughter take something like a toilet paper roll and turn it into a piano for her dollhouse, or repurpose a cardboard box to make an enormous rocket ship. This nostalgia for childhood play was brought perfectly into perspective by a recent Art Spot creation.
At the DMA, learning can take many approaches and forms. We strive to be inclusive so that we can reach visitors with a multitude of interests and experiences and preferences for learning. In the Center for Creative Connections, our mission is to engage visitors of all ages with works of art and the creative process of artists. We hope that by designing participatory ways to learn we will provide fun and playful activities for all of our visitors, regardless of their age.
How Are You Engaging Adults in Unexpected Ways?
As museum education steps further away from a traditional didactic style and more towards an inclusive approach that attempts to reach a multitude of interests and learning styles, the question of how to engage adults is at the forefront of many educators’ minds. What if our adults want a lecture? What if they shy away from participatory activities? Will we isolate a large population of our adult audience by trying a new approach? These are valid questions to consider, and making a change does not imply that you have to make a 180-degree turn, but rather consider offering varying opportunities including these types of child-like playful activities. How are you engaging adults in unexpected ways? What successes and struggles have you come across as you experiment with offering new adult experiences?
Read more about the Dallas Museum of Art’s education programs, community outreach, and explorations in creativity through their educator blog: DMA Canvas.
About the Author
JESSICA FUENTES: Center for Creative Connections(C3) Gallery Coordinator, Dallas Museum of Art. Jessica received her MA in Art Education from the University of North Texas. Her thesis was a collaboration with her then six-year-old daughter to explore self-guided family experiences in art museums. Jessica’s daughter remains an important resource in her work developing interactives and activities which provide opportunities for visitors of all ages to engage with works of art through drawing, making, and discussion. Jessica is also an artist and a member of 500X Gallery, one of Texas’ oldest, artist run cooperative galleries. In her down time, she can usually be found with her daughter enjoying an art museum or making art in their home studio. Jessica’s postings on this site are her own and don’t necessarily represent the Dallas Museum of Art’s positions, strategies, or opinions.