Questions Raised by Department of Museum Education

Cyberpedagogy Presentation: A Framework for Documenting Education Programs
Questions Raised by Department of Museum Education

December 9, 2010

Staff present:
Hillary Cook (HC)
Annie Heckman (AH), contracted instructor
Karin Jacobsen (KJ)
Carolina Kauffman (CK)
Robin Schnur (RS)
Matt Woods (MW), contracted instructor


HC:
How did you frame this project to the teens?
Is this a feasible method for the whole program?  Capturing all student work?

RS:
Did it create a strange dynamic to focus on one group?

MW:
Maybe the kids should decide which group represents them?
Are there examples of how a social network could be used?

CK:
Did you compare to other teen programs?
Where did the reflections come from?
Should you have done interviews with the whole class in conversation?

MW:
or audio interviews?

KJ:
What are the uses to which this documentation could be put?  Are you putting it to any use?
If you can’t do it all, what type might best serve programatic goals?
Do you have research on what potential funders are looking for?
This is all anecdotal-- what can we do quantitatively?

CK:
Digitize?  Google docs?

MW:
How has this research project informed your personal practice/processes?



RS:
To what extent does the Teen Lab documentation experience support the goals of the cyberpedagogy course?

AH
What suggestions to you have for addressing the specific [developmental] needs of teens as an audience?

HC:
Teens need to feel ownership over the process.  How can we frame the experience so that they know it will benefit them?
What documentation product could be given to teens so that they would be excited to have?
Further suggestions to teens for what the uses could be for documentation?

new survey questions to add to powerpoint

As I've proposed them:

For teen pre-survey:
"Please rank your knowledge and skill of the following software and hardware: (followed by a list of all technology to be used in the pending project)"

For teen post-survey:
"Will you now bring your family or friends to the Art Institute?"
"Please rank your knowledge and skill of the following software and hardware: (followed by a list of all technology to be used in the now-complete project)"

For the educators and the staff maybe... maybe just a big question to propose to them:
"How does the program assess the achievement of its goal of teaching teens to 'help guide teens to
be critical thinkers, interpreters, and makers of culture'?" (quote taken from the AIC goals sent to ASM)

Ryan Education Center Presentation Draft

I dorked out and have spent the better part of the last two days (much to my boss's annoyance) constructing an overarching power point for our presentation to the Education Center Staff. This power point (less some formatting that does not carry over well) is currently in our google docs folder if you would like to look over the content.

- Next class, Wednesday 12/1, I will want to walk you all through this presentation, confirm some assumptions and and fill in some gaps.

- Depending on when the actual presentation is scheduled, I may or may not be able to attend so I want to make sure someone else feels comfortable talking through this 10 slide power point.

Questions and comments welcome.

Notes from Class Discussion Nov 17

Presenting December 8th?
Julianne will check with Matt & Annie, email them tomorrow.

Presenting to the department during the day:
Michelle will check with Hillary.
Second or third week in DecemberDays that work for us: Thursday, the 9th.

What will our presentation look like?
Series of recommendations, methodology, a document.
Essentially the same product, packaged differently for different audience.

TEEN LAB
Follow up on files
Alex will crafting recommendation file

What is the purpose of the documentation for the students?
 For the teens:
Gather everyone's projects together and offer a disk

Would like to present on the 8th

STAFF
Recommendations document
One project in-depth
Photo narrative: powerpoint: Catherine (one group-- hopefully some quotes, write about content)
Video interviews

Interview questions?
- What was your favorite aspect of the animation project?
- What's something you've learned in teen lab that you've taken home?

We will finish interview questions via email.
Take a look at google docs
Post 2 questions for kids
Post 1 question for instructor
on cyberped group discussion
by Friday

teen lab survey stuff

Sorry dudes... I can transcribe this if you can't read my handwriting! These are my ideas about the existing teen surveys...

Monday November 15th

So I asked Matt and Annie if there was any documentation of the teens past projects, and they directed me to the Ning.  I "inventoried" what I could find on the ning, and this is pretty much it (and most of this is from Annie's ning blog):

• 4 photos, the only other photo documents are from Catherine
• one worksheet
• a post reviewing Jitish Kallat's work in the AIC
• Make-Up assignment possibilities

Matt has posted a flash animation of the students called "Teen Lab Studio Ballet" from the day the students learned to create stop animations.  It could be useful.  So conclusion: there isn't any early documentation of the work students were doing before we entered the classroom.  Also, there is no online "database" for their worksheets and assignments, other than what is already on the Ning.  

As for the students blogs (which hopefully are being updated TODAY because most students have finally started shooting photos for their projects) some of the students have posted nothing, but here is the average information I could find:

• a make-up assignment from last week
• one update on the group project
• questions they had to formulate for the Skype with Jitish Kallat

I will email Hillary about the Skype, and hopefully she will send that our way!!

Also, I believe I have chosen a group for us to focus on.  This group is telling the story of a penguin who lives in a black and white world that is sad and boring.  The penguin stumbles into the color world and is much happier, excited and really enjoys the world of color.  But it must return to its home, and back in the black and white world the penguin starts to spread the idea of color.  Suddenly everything starts changing and in the end the penguins dreary world turns colorful.  Kind of like that movie, Pleasantville.

It's pretty straightforward.  These students (Sophie, Alisha and Khiry) are very far along in their process, though like the other groups have not uploaded their work to the Ning yet.  However, they have planned out their process, their background has been done for a few weeks now, they have a very clean layout and look to their whole piece.  This was the group I was thinking about when it was brought up that we should focus on one group last class, and when I asked Matt and Annie what groups were moving along well, they immediately mentioned this group.  But we can talk about this more in class Wednesday.  

stuff form hillary

Hey all,

Here's a message form Hillary regarding those files not working when forwarded from Catherine from Lauren:

Hi Michelle,

I have attached here an example of a reflection/evaluation form we give the teens at the end of the semester (this one is from spring 2010). I also attached a blank pre-survey (given to the teens on the first day of this semester) and an excel spreadsheet with all the responses from these pre-surveys. Let me know if you still have problems with any of the files, or if you need anything else. I don't have everyone's email addresses, so can you share with the class? Not everyone has all of these documents.


Thanks!
Hillary


I uploaded all those attachments to Google docs and shared them with everyone. Lemme know if you didn't get an invite or access.

Hey Alex

How do I get to the google docs folder?  Hillary sent me some survey results in an excel document and I'm not sure how to drop those into the folder.  THANKS

Hawkings lecture

The lecture went ok, I feel like they were into it more than they wanted to let on. I felt the majority of them were at least intriqued by the exhibit. I was surprised nobody had questions for the curator about her position or how she got there. I was impressed that the kids linked the exhibit to pop culture and asked about the artist's opinion on Lady Gaga and Twilight. I believe the highlight of the day was when a female student pointed at a zombie head and said "I like that one because he looks like jacob from twilight". Very few questions were asked in the exhibit, but after they were in the class and Annie and Matt started facilitating discussion there was a discussion on why or why not Richard Hawkings created art. I Thought that was very interesting. It did not turn into a debate or a conversation with real depth because again the teens had shorten attention spans (to be expected after listening to a gallery lecture) but they at least started the idea of what makes art, art? very meta for anyone. Then the groups started working, and it looked like they all started shooting, which is good because Matt said that they all had to be shooting by Monday or they would be behind.

group projects

group 1- their animation is going to be based off of the ying and the yang focusing on Emmanuellla's avatar choice of coy fish.

group 2- has this neat concept on passing on anger with the color blue, so as each figure gets upset they become blue after being in contact with another blue character.

group 3- Lauren do you have notes for this group I have a ? for their presentation...

group 4- They are hoping to do something like a sequal to Pandora's box using their avatars. I know Annie was a bit worried about their transitions, but it looked like they were on a fun track.

group 5- Isaac was going to be like a diety (based off his avatar) and the opening scene was going to be him drawing out the story line as it transistions into the story. There was a few things up in the air because Hammel could no longer use Death of a Poet.

group 6- They wanted to do a 3D animation using two penguins

group 7- using their avatar they had a series of small stories planned. I know Matt was worried about commonality and finding some unity, but they appeared to be on the right track.

group 8- I did not quite understand their story line but they were going to use twin avatars and buhda somehow...

group 9- This group has quite the cast of characters... they are going to somehoe illustrate the story of a couple that has hit bad times and ends up gambling and hitting the jackpot. They want flashbacks of the hard times dispursed between the storyline. The whole backstory they originally wanted is just to long for the animation though. So their next step is cutting it down to flashback sizes of information.

lauren do you have anything to add?

What Catherine and I worked on Monday 11/1/10

Teen Lab Program

Goals and Objectives of the Program

Teens will be able to:

-Experience what it is like to be a commissioned artist

-Work collectively in a group

-Create a final project for a portfolio

-Learn different types and styles to create animation

-Learn about art career opportunities and education

-Reflect on their artwork with each other

-Communicate with practicing artists

How Teen is a Commissioned Artist:

1.    Teens are responsible to show up to Teen Lab and on time in order to get paid for the full time.  Make-up work is provided outside of the classroom (paid)

2.    Planning project in groups.  Each teen has a role within their group (teamwork)

3.    Planning timeframe objectives according to project’s due date.  Calendars assist teens to mark their own group progress (deadline)

4.    A journal/sketchbook enables teens to keep notes and sketches in order to reflect on the process (reflection)

5.    Teens constructively critique each others’ artwork (critique)

6.    At the end of the project, students will present their final product (presentation)

Format of Teen Lab Classes

Part 1

            Warm-up (4-4:15 pm):

           

Teen Lab starts with a fifteen-minute warm-up for teens to journal in their sketchbooks.  For example, teens have reflected upon their progress in the current project.  Also, teens have sketched their ideas as to what their avatar would look like.  Questions of art in general are also emphasized as a journaling topic. The journaling is a good method for the teens to brainstorm their ideas into one consistent place.

Part 2

            Activities (4:15-6:30 pm): 

Depending on the journaling warm up, Matt and Annie the Teen Lab instructors, review the teens’ responses from the journaling.  Otherwise Matt and Annie will begin open discussion on the day’s agenda.  They will explain to the teens the objectives of the project and examples.   A break occurs usually half way through their planned activities.  Examples that occur during the activities are:

           

-Field Trips

            -Museum/gallery talks from museum staff

            -Talks with artists

-Presentations from Matt and Annie

            -Student presentations

            -Group work

Part 3

            Clean up and Wrap Up (6:30-7:00 pm): 

Teens are responsible for cleaning the studio space at the end of the class.  There are three teens that are leaders in the cleaning process.  This changes every class.  After that, Matt and Annie lead the teens in an open discussion on what they accomplished for the day.  Also, Matt and Annie offer any constructive comments towards improvement in case there is a common issue amongst all groups.  Lastly, Matt and Annie review what the next class’s objectives and goals will be for the groups to accomplish.

Interview/Selection Process 

Teens apply through After School Matters.  After School Matters recruits through different schools, state wide government agencies and their teachers.   After they apply the teens go through the interview process in order to be selected for the program.  During the interview students bring their portfolio, if they have one.

Sample questions the teens are asked by the Teen Lab instructors, Matt and Annie:

1.     How do you work in a group?

2.     How well do you take direction?

3.     Do you have a skill in a certain art area?  And are you willing to teach others in this skill area?

Logistics are also factored into the selection process.  (Whether or not they can get to the museum)

Is this where I post the updates?

So sorry If this is not where I am supposed to post the happenings of Teen lab on Thursdays... I have not been exactly on my A game lately. So Last Thursday was actually really interesting. The small groups presented their ideas for their animations. Based off of the presentations they decided to change up some of the groups a wee bit. Like a fool I left my lab notes at home, so hopefully tomorrow I will post the pictures I took and a quick summery or each groups idea. The main thing Lauren and I learned from the teens on Thursday is that they really do not care for the Ning, much like us they only use it if they have too, and many do not use it all. We had about 5 or 6 say they would like a facebook page, a place to socialize where they already are online... and I think it allows them to show their friends what they are doing as well. So what would you guys think about starting a facebook group for them? I wouldn't mind creating it, but obviously if we think its a decent idea we will have to ask Matt and Annie about it. So yeah. Like I said hopefully tomorrow or tonight I will post the group ideas and some pictures, and if all goes right I will have the pictures on their ning too.

Funny Art Teacher Blog

My friend pointed this out to me and I thought it was dead on.  The same can be said for a high school art teacher, although maybe a tad different in ways.

http://misswebersroom.blogspot.com/2010/09/20-things-elementary-art-teacher-will.html?spref=tw

Oops this was meant for my blog!

Google Docs Folder for Teen Lab Files

Because this blog is not a good place to store document-type information, I made a folder in google docs (which I think I have shared with everyone) as a place to compile any thing we collect that isn't happy on the blog. For instance, if Catherine would upload the new syllabus (which I think she was sent in an email?) to the google docs folder, we could all have it in a more readable/printable format.

If uploading things doesn't work for ya'll I am happy to keep collecting things to scan in, and/or uploading things people email to me.

In the Google docs folder now are the:

1. Art as Avatar worksheet (1 page)
2. Storyboarding worksheet (1 page)
3. Animation Project Development packet (4 pages)

Updated Syllabus

Art Institute of Chicago – After School Matters

Fall 2010 Teen Apprenticeship Program Syllabus

Sessions:  Monday, Wednesday, Thursday – 4:00-7:00 pm
Location:  Art Institute of Chicago with the exception of field trips.
 
Instructors: 
Matt Woods, motep99@gmail.com, 312-890-8946
Annie Heckman, annieheckman@gmail.com, 847-977-3834

Art Institute Staff:
Robin Schnur, rschnur@artic.edu, 312-443-9328
Hillary Cook, hcook@artic.edu, 312-857-7142

Supplies:
pencils
sketchbooks (30)
whiteboard markers and erasers
colored card stock, assorted
white card stock, about 150 sheets
black card stock
tracing paper
chalkboard chalk
erasers
claytoon modeling clay
armature wire
poster board or Bristol board, 11 x 17 inches (10 pieces)
30 Xacto knives, + 60 replacement blades
watercolor – simple cake set, a few sets
brushes, assorted
containers for water, assorted
charcoal
artist or masking tape
glue sticks
markers

Suggested: 
green screen paint or green screen


Tech: 
small flash cards – more memory
more card readers
Quicktime Pro (rather than Quicktime Player) if possible

Guest Speakers:
Teacher programs staff to orient teens to educator resource center and online resources (for project research)
Marketing/Public Affairs staff to talk about marketing Teen Screen
Art Packing for behind-the-scenes tour
Curators from Prints and Drawings, Photography, Contemporary Art, Architecture and Design, or other curatorial departments
Legal department to talk about image copyright and fair use
Security staff

Special Exhibitions:
Ball Players, Gods, and Rainmaker Kings: Masterpieces from Ancient Mexico, 9/16/10-1/2/11
Looking After Louis Sullivan: Photographs, Drawings, Fragments, 6/19/10-12/12/10
Opening of Japanese Galleries, 9/25/10
Public Notice-3, Jittish Kallat, Grand Staircase installation, 9/11/10-1/2/11 (Grace suggested skyping with the artist)
FOCUS: Richard Hawkins, 10/24/10-1/17/10 (Collage focus- could be good for cut paper project)
Lewis Baltz: Prototypes/Ronde Nuit, 10/25/10-1/8/11
Palazzo Film Shorts,  Blackbox, 11/4/10-1/9/11




















 

Week 1
Monday, Oct. 4 Day 1	INTRODUCTIONS Group Building – Writing prompt, icebreaker + introductions Hand out sketchbooks After School Matters paperwork and housekeeping Review syllabus; talk about teen screen; guidelines and expectations Watch past Teen Lab animations
Wednesday, Oct 6 Day 2	STUDIO BALLET LIVE MOTION ANIMATION Check-in: writing prompt, short animation viewing **VISITING SPEAKER: 4.30pm, Grace Murray, Teacher Programs Coordinator, orientation to ERC and online resources, Jittish Kallat Galleries Intro to museum; gallery etiquette Ideas for looking Find examples of movement and implied movement in galleries, sketch + describe for Studio Ballet (give writing prompt) Building Community: #18 Find Your Mate Intro to camera technology and rules Collaborative Animation: Studio Ballet Students create a group animation. Each teen is assigned one object or being to move while one student takes photos. 4 groups Matt and Annie: share examples of our own work Materials Needed: Laptop Cart & Tripods
Thursday, Oct 7 Day 3	GEOMETRIC SHAPES STOP MOTION Check-in: writing prompt, short animation viewing Due: signed guidelines and expectations Studio B Watch the Studio Ballet become animated. Discuss.

 


 

Week 2
Monday, Oct 11 Day 4	Columbus Day- CLASS MEETS FINISH - Geometric Shapes animation Start: CHALKBOARD DRAWING + TEXT ANIMATION *Watch Wiliam Kentridge
Wednesday, Oct 13 Day 5	Visiting Speaker:  Gracy Murray on Jitish Kallat, 4.30pm Complete: Chalkboard Drawing + Text Animation
Thursday, Oct 14 Day 6	Introduction to TRANSITIONS + STORYBOARDING (Miller’s Crossing footage of storyboarding alongside finished film, examples of different types of shots + angles: long, medium, close-up, over the shoulder, birds-eye view, snail’s-eye view, tracking, panning) 4.30-5.00pm Gallery Activities  -- Finding different types of shots and angles in the collection. Break 5-5.15pm  Discuss types of shots. Begin iMOVIE ORIENTATION (can combine earlier animations) download into iPhoto, iMovie, how to save, remember your computer number; 100-150 photos; 6 groups Materials Needed: Laptop Cart & Tripods 1 blank cd per group Construction Paper Markers Scissors

Week 3
Monday, Oct 18	FINAL PROJECT INTRODUCTIONS: group work, brainstorming South Asian galleries: Avatars, theme of alter ego, animation = making something alive Watch animation examples Skype talk: 6:15: Teen Lab will use Skype to interview the contemporary Indian artist Jitish Kallat about his installation on the Grand Staircase of the museum. (http://www.artic.edu/aic/exhibitions/exhibition/kallat, www.jitishkallat.in)
Wednesday, Oct 20	STORYBOARDING in groups **VISITING SPEAKER: 4:30pm Teens will talk with Troy Kliber, the manager of Intellectual Property for the museum, about how they are able to select and use the museum's artworks as inspiration for their final projects. Materials Needed: Peg bars, Tracing paper, Pencils, Erasers
Thursday, Oct 21	INTRODUCTION TO AUDIO Create Teen Screen- what is the format, what do the teens want? What do they envision? How many people do they want to come? Think about how we want to organize the development of the event. Talk about portfolio day.

Week 4
Monday, Oct 25	GROUP WORK on FINAL PROJECTS create Thank You notes for Troy Kliber storyboard, work in groups introduction to iMovie
Wednesday, Oct 27	GROUP WORK on FINAL PROJECTS **VISITING SPEAKER (gallery talk): 4:30 Teens will visit the special exhibition Ballplayers, Gods, and Rainmaker Kings: Masterpieces from Ancient Mexico with Richard Townsend, the exhibition curator and Chair of the Department of African and Indian Art of the Americas. (http://www.artic.edu/aic/exhibitions/exhibition/Ballplayers) Clip: Darger “In the Realms of the Unreal”
Thursday, Oct 28

 

Week 5
Monday, Nov 1	GROUP WORK on FINAL PROJECTS
Wednesday, Nov 3	GROUP WORK on FINAL PROJECTS Chicago Teen Museum information session
Thursday, Nov 4	**4.30pm: Curator talk, Richard Hawkins Teens will talk with Assistant Curator Lisa Dorin in the exhibition Richard Hawkins-Third Mind. (http://www.artic.edu/aic/exhibitions/exhibition/hawkins). Gallery Each teen presents his/her work of art that they choose as inspiration for final film. They will discuss why they chose the work of art. Group will discuss film ideas for each work of art.

 

Week 6
Monday, Nov 8	Gallery visits Each student goes back to visit his/her artwork. Write/sketch ideas and begin character development for final film.   Begin creating final film.   Materials Needed: Laptop Cart Tripods
Wednesday, Nov 10	Break into two groups. Students go back to their work of art and pitch film ideas to each other.   Get with a partner to talk more about film ideas. Create film.  A group (people who are further along with their films) creates buttons to promote Teen Screen  Artist Talk in Price Auditorium
Thursday, Nov 11	Veterans Day- NO TEEN LAB Possible field trip day

 


 

Week 7
Monday, Nov 15	Work on Films.   Have teens get with a partner to show each other their films. Walk them through what will happen. Give each other feedback.   Work on Films.   Materials Needed: Laptop Cart Tripods   Take turns producing marketing materials for Teen Screen.
Wednesday, Nov 17	Work on films.   Materials Needed: Laptop Cart Tripods   In-process group critique of films.   Collect marketing materials for distribution to friends and family.
Thursday, Nov 18	Field trip Tour of SAIC and Cultural Center

 
 
 
 
 
 

Week 8
Monday, Nov 22	**4.30pm: Marketing speaker Work on films.   Materials Needed: Laptop Cart Tripods   Students will create artist statement, title for films.
Wednesday, Nov 24	Work on films.   Materials Needed: Laptop Cart Tripods   CLOSED BUILDING POLICY—must be out by 6:00 pm
Thursday, Nov 26	Thanksgiving- No Teen Lab

 

Week 9
Monday, Nov 29	All Films completed   Materials Needed: Laptop Cart Tripods
Wednesday, Dec 1	**4.30pm: Art packing/museum behind-the scenes speaker Materials Needed: Laptop Cart Tripods
Thursday, Dec 2	SAIC Field Trip/Art Packing     Materials Needed: Laptop Cart Tripods

 

Week 10
Monday, Dec 6	Art Packing/SAIC Group critique of films
Wednesday, Dec 8	Final preparations for Teen Screen
Thursday, Dec 9	TEEN SCREEN (STUDIO B)
Saturday, Dec 11	Meet at Gallery 37 from 1-4pm

Resources
Animations examples:
Cinderella, Georges Méliès, from 1899 -- http://www.youtube.com/watch?v=AYmCUFl96PQ
This uses people posed in different ways, so it might be interesting as an example for Studio Ballet; also is a very early example of the use of these effects.
The Merry Frolics of Satan, Georges Méliès, from 1906 -- http://www.youtube.com/watch?v=eRZwYsPuyTc&p=8EEBD393D61CF2D5&playnext=1&index=27
It might be interesting to look at the history of skeletons in animation and their relationship to the medium -- animating, giving life to something lifeless; Purves talks about this in his book but attributes this sequence to the earlier Cinderella.
The Skeleton Dance, a 1929 Disney short -- http://www.youtube.com/watch?v=h03QBNVwX8Q
We won’t be using these techniques, but this would be another example of the use of skeletons; also makes me think of the potential of posing one of those paper skeletons that people put on their doors for Halloween.
Les Trois Inventeurs by Michael Ocelot http://www.youtube.com/watch?v=AZdKG5SrHUA
This film is good for showing delicate cut-outs, sequencing of human + mechanical movement. YouTube has a short excerpt; entire film runs 13 minutes and is available on DVD.
The Pogles, animated series on BBC, this link for Episode 6, “King of the Fairies”  http://www.youtube.com/watch?v=mFAFiiCMb_8
Great examples of objects taking on personalities -- a boot that moves and talks.
Terence Nance’s stop motion work -- I’ve requested he send me a copy/link of a project with lots of armatures and beautiful sets.


Books:
Barry Purves, Basics Animation 04: Stop Motion, Lausanne, Switzerland: AVA Publishing, 2010.
This book is particularly helpful, with lots of examples. The first chapter, ‘What is stop motion?’ (pp 12-45) has a great level of detail on the different types of stop motion, its history, and shows animators in action.

Sampling of Artworks:
Ellsworth Kelly, for animated cut-out shapes
Thorne Rooms, for miniature sets, environment ideas
Richard Hawkins, for collage, cut-paper animation
Joseph E. Yoakum, for diagrammatic + narrative drawing (not currently on display)
The Campana Brothers, for use of wire and everyday materials to make three-dimensional objects
Edward Hopper, Nighthawks, for use of space, setting,  and characters
Julia Margaret Cameron, Julia Jackson, for portrait/character
South Asian Galleries, Fragment of a Tableau with Avatars of Vishnu, Pala period, 9th/10th century, Bangladesh, for introduction of the theme of avatar, alter-ego