Feeds:
Posts
Comments

Posts Tagged ‘informal education’

I recently had the great opportunity of teaching a “mini-course” for a group of 9th grade students from my museum’s magnet high school, Science Leadership Academy.   I had complete free choice over the course topic and lessons (well, it had to relate to science, of course…) and since we are currently hosting the exhibit “Leonardo da Vinci’s Workshop” I thought it would be fun to explore how Leonardo learned: though an apprenticeship.  Plus I got to use my art history background, a rarity in a SCIENCE museum! 🙂 

During the Renaissance (and well after) most jobs were learned by studying under a master– carefully observing, performing grunt work, taking on tiny jobs and, eventually, using those skills gained to apply for acceptance into a guild.  Artists like Leonardo had no need for formal schooling, (something he seemed to deeply regret) rather their entire apprenticeship was like a multi-year hands-on learning lab.  I wanted the students in my class to get a taste for the work an apprentice would do in a Renaissance artist’s workshop, to see that the master artist’s studio was actually more like a science lab/school/wood shop/barnyard than a quiet gallery and to learn how modern science helps us conserve the treasures from this time period.  All over the span of 5 class hours!

Eggs and vinegar for art class???

We started out by talking about some of the more… menial tasks an artist’s apprentice might do.  Things like stretching canvases, mixing paints, making brushes and collecting supplies.  We made plaster of paris “walls” to use as the base for a fresco.  The students used burlap to hold the plaster together– modern restoration work on frescos has found materials like straw and horsehair holding the plaster together. 

Grids make drawing EASY!

I taught the class how to use a grid to reduce or enlarge a magazine picture (math is your friend!) and we used National Geographic images to create a nature-inspired sketch for the fresco.  Next we transferred the image to the plaster using a real Renaissance technique.  Artists would first poke pinholes along all the lines on a to-scale draft or “cartoon” of their final painting.  They would post this cartoon on the fresco surface, often when the plaster was wet, (we created fresco secco, painting on dry plaster) then they dusted ground charcoal all over the pinholes.  The charcoal would leave a faint, erasable sketch right on the wall.  Guess what?  This technique is AWESOME and totally works!

Trade secrets!

After a discussion of what makes up paint (a pigment and a binder) I demonstrated how to make a simple tempera paint by mixing egg yolk with wetted pigment.  The kids got a kick out of separating the egg and a few brave souls even took on the difficult task of gently releasing the yolk from the little protein sack that binds it.  I found some great, historic pigments on Blick.com, I think that gave them a good idea of the palette limitations an artist would have to overcome.  Then we painted the frescos!

Hands-on learning

For the modern science aspect I showed them a few videos of art conservators using technology like x-rays, infrared cameras and microscopes to analyze centuries-old masterpieces.  We also explored a really phenomenal new google application http://www.googleartproject.com/  I put together an online gallery of images highlighting the topics we covered in class, link here.  On the last day I had all the students bring in their laptops (their school gives each student their own) and we perused the gallery together.  It was really rewarding to see the students pick out details in the paintings that related to our topic.  They were pretty good art historians, too!

My fresco in progress

I didn’t ask the students if I could put their work on the internet so I won’t post it here.  But I was really impressed with the work the class was able to do in such a short period of time.  Most of the students didn’t have an art background, but all of them definitely had an interest in learning more.  The thoughtfulness behind a lot of their questions really surprised me, and they were not pleased when I had to respond with “great question, but I don’t know that specific answer!” on a few zingers.  I have never taught 9th graders before so I think I learned even more than the students!  

Working at this museum and others has really shown me that apprenticeships did not end with the Renaissance.  Although I have formal training in my field I gain practical experience daily.  Being a good teacher is more than just knowing theory; as my first museum mentor told me, “the best way to learn how to teach?  Teach!”   Every time I get thrown in a new teaching situation like this I feel like I am the apprentice– learning through doing, reflecting on my mistakes, following the lead of my mentors and striving daily to reach “master” status.

Advertisements

Read Full Post »

Games=Learning?

Yesterday the vice president of our education/exhibits shared some statistics with us:

The 2010 PSSA (state proficiency exam) shows that only 16.3 percent of 11th graders scored a “proficient” in science testing.  That means 83.7 percent of these students are NOT reaching the “proficient” standard.  83.7!  Looking at younger grades, 8th grade students scored a 25.9 percent proficiency and 4th graders pulled a 53.3 percent proficiency.  A quick google search of “PSSA scores, news” reveals a few databases and some success stories of schools who pulled their numbers up.  The District touts improvements in math and reading (as they should) but is completely mum on the science scores.  There are few (if any) articles that admonish the fact that 83.7 percent of this city’s young adults are scientifically illiterate.  Hmm.

These statistics lead to a discussion of our role as informal educators in a science museum.  Our mission, to inspire a passion for science and technology learning, is supported by our programming efforts.  Our VP explained that the mission is our “what” and programming is our “how” but what we’re missing is the “why”.  Why do we, the museum and educators, provide programming? 

Revealing the "fingerprint" of a star

We all mostly agreed that the museum is an alternative to formal education, to news outlets and the internet.  It’s a place where people can supplement their knowledge, test ideas and experience science phenomena first-hand.  We provide programming because being scientifically literate is essential.  Science helps explain the world around us.  It makes us think and question.

Biology- it's the science of us

One of the group members said something that really stuck with me– that most informal educators are in museums because they feel there is something wrong with the formal education system and they can’t reconcile that with their desire to teach.  For me this is not the case.  I work in a museum because I love museums.  But I love school, too!  As I learn more about formal education in our country I find myself becoming more and more interested in becoming part of the “cure.”  Sure, I love creating fun programs, interacting with guests of all ages and teaching others how to teach.  But what if my talents are better suited to the “front lines” of education?  It’s something to think about.

Dance, molecules, dance!

In the meantime I know my team and I can continue to try our best to get visitors excited about not just science but learning in general.  Afterall, if people aren’t excited to learn and to develop their mind why should they care about the subject– science, math, social studies, etc.  For me the “why” is because we need a society of enthusiastic learners who delight in critical thinking.  Brains on, everyone!

Read Full Post »