I’ve asked my kids what they remember about visiting art museums. Mostly it was impressions of the reverence they had to have for the institution. Then there were natural history museums – it the impressive scale of ancient things and as for children’s museums, they remember the fun they were able to have interacting – huge chess sets, wind tunnels, water and manipulative objects.
Wouldn’t it be great to mix it all up?
My thoughts tend to drift toward how museums educators can make everything more inclusive for special needs children. My experience is with bringing art into the classroom and teaching about the masters at the primary education level – the best times were had with children who had special needs. Specifically developmental or cognitive disorders. These are children who are often being taught to assimilate instead of meet the world on their terms – it was thrilling to let them find that expression through art was something they could make their own.
Thank you Lindsey for this great post.
Added to Medium, July 27, 2017
Before we know it, it will be time for kids to return to school. The highlight of the majority of the students’ school year is the field trip or two. Both kids and museum educators look forward to these field trips for different reasons. Kids enjoy time away from the classroom to play and to, ultimately, learn. Museum educators look forward to interacting with the students to show them ways to bring the material they learn to life, and to assist teachers in teaching the material the students learn in the classroom. To successfully fulfil our institutions’ missions as well as our schools’ expectations, we learn about what the teachers’ standards are for in the classroom they make sure to follow to help their students fulfil the requirements. By seeing how field trips effect kids and museum educators, we can understand how field trips…
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