The Art of Viewing Art
Exposure to the arts in any capacity can be not only fulfilling but healing to many. One form this interaction can take is in the viewing and discussing of works housed in museums. Being a tour guide for my college’s on-campus museum has provided me the opportunity to learn about many aspects of the arts, from curatorial practices to visual analysis, history, provenance, and more. However, what I’ve found to be the most valuable aspect of my training are the methods through which I’ve been taught to interact and engage individuals of all ages and abilities in art spaces.
One reading I found particularly interesting and relevant to the work taking place within HMF was the chapter on “Intergenerational Teaching and Learning in the Museum” from the Wurtele Gallery Teacher Program Method, written by Jessica Sack. The writing covers, as well as somewhat lays out, certain techniques that may be of use when leading a museum tour for viewers with memory loss. A greater emphasis is placed on using art pieces not as modes for teaching, but as catalysts for conversation. Rather than emphasizing connections between pieces and working within a shared theme, considering their audience, guides are encouraged to partake in a much more present reflection and observation of each work on its own. Through this technique, an exchange of information takes place through storytelling, and reminiscing. Historical lessons are far from absent, they just look different than a guide simply talking at a group, and often are instead shared through the contributions of others. Tour guides practice a much more flexible teaching practice, as they must be willing and able to navigate surprising subjects, go down different avenues of conversation, etc.
All of these aspects work together to create a general response of contentment and excitement in the visitors, having shared a space with others who value their contributions to discussion, want to learn from them, and hear their stories, leaving them feeling happy even if they cannot pinpoint exactly why. What stood out most to me, however, was the back and forth aspect of this style of museum teaching, in which not only the participants benefit, but the tour guides as well. Guides get the opportunity to learn from others’ relationships to artwork via hearing about their opinions and experiences with pieces and their contexts. These inputs can completely change the way gallery teachers view and teach works of art. Additionally, guides build upon their skills of listening and patience, having to sit with longer processing periods, and repeat themselves at times.
Museums have not historically been viewed as the most welcoming of spaces, neither ones that foster comfortable, free-flowing dialogue and interaction. Particularly in recent years, however, a push to reshape the way museums function has placed an emphasis on inviting all audiences into their galleries. Specifically in the context of teaching, a transition away from quiz-like or lecture-style tours into a more open-ended, discussion-based format has emphasized the power of observing art with others.
– Ryo Woltag
