The Campus Art Museum - Samuel H. Kress Foundation

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Appendix IV. C. Examples of Educational Uses of Technology by Museums Technological Use Videography Audio Tours Podcasts Radio Digital Slides Example Quotations “We are working on another project called Smart Voices… a group of short videos that will be really nicely produced that will include introductions…, and then brief clips talking about some of the signature objects that are on view. Those would be sought from faculty members, from students, from people who are expert in different ways and can talk about the work from a point of passion as well as intellectual information. Those videos would be available on a touch screen near the entrances. …And then we could build up a database of these videos that would be archived in a lasting way on the web so that when the work isn’t on view, you could still get that.”(Smart) “A number of us here are interested in exploring… the idea of audio tours where you could create levels of information that are available so somebody that just wants a general highlights tour can have that general highlights tour but if they get to a piece that is of interest to them for whatever reason, they could get more information about that artist… specific iconography or the time period and all that.” (IUAM) “Some of our most popular podcasts… have been the ones professors have recorded. So we have, for instance, our Medieval and Early Renaissance professor talking about one of our northern Renaissance portraits… and when you listen to it you can understand why he’s popular among the students…. We have one of our professors of musicology talking about the instruments in [a painting] and he actually identifies them and talks about their history and Renaissance music in particular, and we have a neuroscience professor talking about Cezanne and how he really was almost this artistic precursor, in a visual sense describing how the brain works in a way that now neuroscientists describe the way the brains works…. The idea behind the podcasts... was that they were a cheap and effective way to create interpretive technologies that then can be used across different platforms.” (AMAM) “I’ve been the editor and voice of the Art Minute which is broadcast on Kansas Public Radio. It’s an out-reach effort of the museum. So every week, four times a week at different times, there is a minute, well, actually it’s a minute and a quarter,… where I will… address a particular work in the Spencer collection or speak about a current exhibition…. A lot of the scripts are produced by our interns, some of them docents, I’ve written some myself.” (Spencer) “I use [the digitization of the collection] all the time because they have about 30,000 works on paper that are not on display and you can search by geographical region, by date, by century, by topic and so I can prepare class… and my students can go and use these sites too, so that’s a wonderful tool.” (non-arts professor, KU) Appendix IV. C. 32
Sources Cameron, D. F. 2004. The Museum, a Temple or the Forum. In G. Anderson (Ed.), Reinventing the Museum: Historical and Contemporary Perspectives in the Paradigm Shift (pp. 61-73). New York: AltaMira. (Originally published in 1971) Cuypers, K., Krokstad, S., Holmen, T.L., Knudtsen, M.S., Bygren, L.O., Holmen, J. 2011. Patterns of receptive and creative cultural activities and their association with perceived health, anxiety, depression and satisfaction with life among adults: the HUNT study, Norway. Journal of Epidemiology and Community Health, May 23. Glesne, Corrine. (forthcoming). “Conditions of Success: The Exemplary Campus Art Museum and its Parent Organization.” In Stefanie Jandl and Mark Gold (Eds.), A Handbook for Academic Museums: Beyond Exhibitions and Education. London: MuseumsEtc. (http://www.museumsetc.com/products/am2) Kuh, G. 2008. High-Impact Educational Practices. Association of American Colleges and Universities. Rush, M. (2011, July11). Brandeis does the right thing. The Art Newspaper. Retrieved from http://www.theartnewspaper.com/articles/Brandeis+does+the+right+thi ng/24367 Weil, S. 2002. Making Museums Matter. Washington, D.C.: Smithsonian Institute. Sources 33
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The Campus Art Museum: A Qualitativ
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Table of Contents The Campus Art Mu
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study began with a possible researc
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exposure to art as a child, a cours
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Table of Contents Effects and Influ
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ecause although “there’s so muc
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Study Participants and Methods 2 Th
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Similarly to UAMA, the gift from th
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a donor had something, they’d say
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are so many people sometimes that t
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Art History and other Art Curricula
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those paintings…. They are a kind
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The respondent situated this strugg
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and with the public in general. Rep
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Table of Contents Art Across the Cu
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1969, enabling government support f
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Everyone spends an afternoon at the
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professors about using the museum a
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Skill Development Figure 11.1. Comp
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talk about the objects, and they te
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We’ve got kids from all over camp
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eflected on the role of artists as
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Collaborations Among Museum Staff a
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assignment and promoted it in a cam
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focusing on people who have followe
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at a narrow slice of researchers in
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too thin. Nobody could do that posi
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The museum is necessary for the who
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when they say, “I want to show al
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its collections into courses tends
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Table of Contents Museum Art in Eve
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