Techniques for facilitating children’s learning in art museums: Suggesting

This is the second post in a series on techniques for facilitating children's learning with and through art in museums. The first presented broader ideas and debates underpinning facilitated learning. Each post will include a description of a technique in addition to how and when it may be useful. These should not be seen as all-conclusive methods…

Techniques for facilitating children’s learning in art museums

Over the next month I am going to have a go at writing a handful of posts on techniques for facilitating young children's learning with and through art in museums. I have been thinking about doing this for a while but didn't quite know how to go about it as I did not want to construct…

A language of critique, a language of possibilities

This post discusses the potentials of combining 'critical' and 'possible' discourse in gallery education. I draw upon the work of Maxine Greene and Elliot Eisner to consider how the combination of these 'languages' can be used to construct new individual and collective relations, boundaries and ways of thinking.  "There was a language in the world…

Art + humanism + societal change

The Italian Renaissance (1400-1600 A.D.) was a period of monumental cultural and social change. The movement saw the resurgence of humanistic values, a philosophy that focused on the potential and possibilities of humanity in shaping the structures, beliefs and activities of society as opposed to a reliance on Christian doctrine. Religious beliefs were not entirely dismissed. Rather, the worth and value…

Children, art & the carnivalesque

This post discusses Bakhtin's term of 'the carnivalesque' in relation to children's programming in art museums. Whilst these radical moments of change offer the possibility of social transformation, I argue that these need to be supported by a system of sustainable relationships that facilitate children's ongoing learning and development. The role of the learning curator is then discussed in relation to constructing and guiding these relationships over time.

A visit to the Reggio Australia pedagogical documentation centre

This post features a summary and reflection on the theory, principles and practices of the Reggio Emilia process of pedagogical documentation. The possibilities and challenges of what this reflective methodology holds for children's gallery education are also discussed in relation to my doctoral research.  "There is a constant relational reciprocity between those who educate and those…