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Museum of Contemporary Art
Transcript of Museum of Contemporary Art
Yu Yan Tran
MUSEUM OF CONTEMPORARY ART AUSTRALIA
MUSEUM OF CONTEMPORARY ART
Aboriginal heritage - Tallawoladah
John Power bequest his fortune.
Established in 1991.
In 2012 the Museum expanded, establishing a multifunctional education centre.
What is CONTEMPORARY ART?
The MCA is dedicated to exhibiting, collecting and interpreting contemporary art.
"Contemporary art is defined as art that is current, offering a fresh perspective and point of view, and often employing new techniques and new media."
140 George St, The Rocks.
Easily accessible by public transport.
Neighbours Sydney's iconic landmarks.
Variety of specified programs with strong curriculum links.
General entry is free, program bookings start from $180 per 15 students.
Bella program for students with special needs.
Be an active participant in the learning process.
Establish a clear goal for students.
Set gallery expectations prior to visit.
Utilise pre and post activities.
Figure 2, Map of Circular Quay (Google Maps, n.d.)
Figure 6, MCA Bella Room (Museum of Contemporary Art Limited, 2013)
SCHOOL PROGRAMS & STUDENT LEARNING
Mini activities to aid in the understanding of the artist & artwork
Teachers' level of interaction and attitudes determines that of the students.
Pre- Excursion activities heavily influences students' confidence and interest.
Lack of teacher involvement affected on level of duty of care.
High level of teacher involvement = high levels of successful learning
Our Brief: design an engaging creative learning strategy to be used on gallery floor or in NCCL
similar to lesson plan
accompanies each creative learning strategy
simple and easy to use
"In the frame"
Ah Xian's "China China - Bust 81"
Identity and Symbols
Cut out bust frames
A selection of images
Discussion relating to their personal choices
Yirrkala Printmakers etchings
Line- Basic element of art
String tied in to a continuous loop
Create native Australian animals
Use dreamtime stories as stimulus if necessary
String is a "safe" medium to work with
"Contemporary Australian Art Limited", 2009, para. 1
Figure 1, Museum of Contemporary Art Facade (Boardman, 2012)
Figure 3, Brochure pages 2-3 (Museum of Contemporary Art Limited, 2013)
Figure 4, Brochure pages 4-5 (Museum of Contemporary Art Limited, 2013)
Figure 5, Brochure pages 6-7 (Museum of Contemporary Art Limited, 2013)
Figure 7, Yukuwa Feather String Yam Vine (Djulibing, 2013)
Figure 8, Giselle with Tree (Dukes, 2013)
Tjanpi Desert Weavers
Explore forms of contemporary art
The MCA includes all necessary resources, including videos, discussion questions and art making activities.
Brief parents of their role prior to the excursion.
-Encourage student participation.
-Monitor student behaviour.
Separate parents from their child, unless specific assistance is necessary.
Personal practical experience
The Sydney Jewish Museum
The Australian Reptile Park
Minyma Punu Kungkarangkalpa 2013
Smaller groups - 1 parent to 4 students.
Unguided tour of the grounds.
Whole group discussion of animals, hands on- students become the educator.
Post excursion resources available as well as stimulus questions for excursion.
Focus on lifelong knowledge and skills.
Students learned through:
Aim for an active and multi-sensory approach to teaching and learning
Observed Year 9 from 3 schools
Talk from survivor- 150 students
Museum Tour- 15 students
18 000 students each year
2 full time paid educators
Hundreds of volunteer guides and Holocaust survivors
Pre and post excursion resources available on SJM website
Offer a variety of programs for primary and high school students
Verbal through storytelling and recounts.
Visual- photos and artefacts
Roles of all involved and implications for the future
Utilise the knowledge of the site educators
Communicate with educators - Flexible
- Tailor made excursions
Figure 9, Weaving (Dukes, 2013)
Figure 10, Weaving Close up (Dukes, 2013)
Figure 11, Minyma Punu Kungkarangkalpa (Tjanpi Desert Weavers, 2013)
Figure 12, Minyma Punu Kungkarangkalpa (Tjanpi Desert Weavers, 2013)
Figure 13, Pre-Visit Screenshot (Museum of Contemporary Art Limited, 2013)
Figure 14, Post-Visit Screenshot (Museum of Contemporary Art Limited, 2013)
Figure 15, Post-Visit Screenshot (Museum of Contemporary Art Limited, 2013)
Figure 16, Creative Learning Strategy (Museum of Contemporary Art Limited, n.d.)
Figure 17, China China- Bust 81 (Xian, 1999)
Figure 18, In the Frame (Dukes, 2013)
Figure 19, Gundimulk (Yirrkala Printmakers, 2012)
Figure 21, Gundimulk 3 (Yirrkala Printmakers, 2012)
Figure 20, Gundimulk 2 (Yirrkala Printmakers, 2012)
Figure 22, Sydney Jewish Museum (Sydney Jewish Museum, n.d.)
Figure 23, SJM Primary School Programs (Sydney Jewish Museum, 2013)
Figure 24, Australian Reptile Park (Winsor, 2013)
Figure 25, School Children (Winsor, 2013)
Figure 26, Worksheet 1 (Australian Reptile Park, n.d.)
Figure 26, Worksheet 2 (Australian Reptile Park, n.d.)
Figure 28, Group Shot (Dukes, 2013)
If the teacher had a clearly defined purpose and an enthusiastic, positive attitude to the day, the students often reflected similar attitudes
(Griffin & Symington, p. 774, 1997)
Few parent helpers
Parents served as a distraction
"Smother" their own children
Students as a consequence were drawn back
At times interrupted site educators
Some parents saw themselves as a "student" involved in the excursion rather than a supervisor
MCA Learning programs acknowledge that every visitor brings their own background story and can take away their own fresh meaning from their encounter with art.
Museum of Contemporary Art Australia, online, 2011.
Site educators extended themselves form guides to facilitators of learning.
Encourage hands on interactions to support learning.
They were able to be flexible and cater to the needs of schools.
Lacked in behavioural management skills.
Overall very engaging.