The Role of the Museum

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1 The Role of the Museum Developed By Suggested Length Suggested Grade Level(s) Subject Areas Elizabeth Wendt Lesson #1: One 80 minute class Lesson #2: Four 80 minute classes Lesson #3: Three 80 minute classes Lesson #4: Three 80 minute classes 10, 11, 12 Social Studies, Visual Arts, Language Arts Overview Students will participate in activities that will develop an understanding and appreciation of the role of the museum as a cultural resource in the community. Links to Curriculum Outcomes Students will (be expected to) identify and use primary and secondary sources to evaluate questions (Social Studies) evaluate group, institutional, and media influences on people and society in both historical and contemporary settings (Social Studies) arrange and create an exhibition of works that considers types of works, presentation issues, location, lighting, and intended audience (Visual Arts) integrate information from many sources to construct and communicate meaning (Language Arts) Links to Telling Stories: Themes / Key Words Art as source of information Art Works Market day, Queen s Square, Charlottetown, Robert Harris, CAG H 115 Untitled, Photo of Harris work in Canadian gallery, CAG St. Andrew s Presbyterian Church, Sydney, NS, W.C.Harris, CAG H-8166 Portrait of Bessie in Her Wedding Gown, Robert Harris, CAG H-256 Cottage at Runswick, England, Robert Harris, CAG H-138 Untitled, Robert Harris, CAG H-1398 The Local Stars, Robert Harris, CAG H-13 Self-portrait, Robert Harris, CM Hon. F.W.Borden Residence Additions, Canning, W.C.Harris, CAG H- 8239

2 Lesson #1: How Does the Museum Work? Students will be introduced to the how, who, what, and why of the museum today. Related Art Work(s) CAG pencil paper 1. In small groups, have students brainstorm a list of types of museums that they have visited, or are aware of (e.g., Bata Shoe Museum in Toronto, Museum of Civilization in Ottawa, antique car museums). Students might do an Internet search and find examples of unusual or quirky museums, or museums they might like to visit. 2. Have students view the photo CAG and initiate a class discussion on the role of the art museum within a community. Note points such as: The museum informs us about and preserves our history and culture. It takes many types of experienced professionals to run a museum. 3. Discuss the variety of jobs that might be required and list descriptions on the board. Introduce students to the terms from the list below and ask them to match them with the descriptions: Director Curator Registrar Preparator Conservator Designer Educator Docent Librarian Security Guard 4. Invite a curator or another professional to speak about the different roles involved in collecting, exhibiting, and preserving art works.

3 If possible, arrange a field trip to a local museum that includes a visit to as many individuals on the list as possible. Have students prepare appropriate questions in advance. 5. Ask students to think of ways that a museum might serve as a resource within the community (e.g., a Young Curators project, traveling exhibits). Key words: Curator, Conservator, Docent Museum websites Have students draw up a list of steps they would need to take in order to plan and organize an exhibit in a museum (preparation for Lesson #2). Have students, individually or in groups, plan and carry out an interview with a professional museum worker. Lesson #2: Curate a Show Students will curate an exhibition that considers types of works, presentation issues, location, and lighting. paper pencil art reproductions Refer to the role of the curator in the previous lesson and explain to students that they are going to curate an art exhibit. 1. Have students view the variety of works from the Art Works list. Together consider various ways that these works might be exhibited. Ask students the following question: How does the curator organize works in a museum? 2. In small groups, have students create lists of different categories they might use to organize art works (e.g., portraits, themes of Identity, abstract art, contemporary First Nations art).

4 3. Have students work in groups of two or three. Each group will assume the role of an art historian using an approach agreed upon by the group. For example, they might highlight a particular artist or choose a thematic, stylistic or multicultural approach. 4. Have each group select four or five appropriate works from the Art Works list and / or another source (such as existing reproductions in the classroom or images downloaded from the Internet). 5. Students plan an exhibit space in the classroom that considers issues such as location of works, lighting, and presentation (framing, labeling). Key words: curator Students might design a poster to advertise the exhibit. Have students design an exhibition catalogue that provides information about the various works and outlines the selection process. Lesson #3: Design a Museum for the 21st Century Students will discuss, analyse, and compare 19th century, modern, and contemporary museum architecture and design a museum for the 21st century. Related Art Work(s) architectural drawings from an architect s office W.C. Harris architectural drawings drawing paper a variety of drawing tools coloured pencils or watercolour paint materials for constructing models (optional) 1. Explain to students that the museum is a 19th century phenomenon and introduce students to early, modern and contemporary museum architecture.

5 Early examples include the Crystal Palace (1850s in London). Modern examples include the museum at Yale University and the Kimble, by Louis Kahn, The Guggenheim by Frank Lloyd Wright, The National Gallery in Berlin by Mies van der Rohe Contemporary examples include: The Pyramid at the Louvre, by I.M.Pei The National Gallery of Canada, by Moshe Safdie The Bilbao and The New AGO, by Frank Gehry The Getty, by Richard Meier The New Tate, by James Sterling Encourage students to find other examples on the Internet. How are these museums different from one another and how are they the same? 2. Ask students to make a list of characteristics they think are interesting or add to the success of the design, as well as ones that are less successful. 3. As a whole class, brainstorm a list of factors an architect might consider when designing a museum. Examples might include: the works themselves how we view the works lighting movement colours textures walking (wooden floors versus concrete National Gallery of Canada) areas for various tasks (conservator, director, curator, preparator, educator etc.) areas for the public (café or restaurant, gift boutique, gardens etc.) the needs or desires of the community 5. Have students view the Floor Plan by William Critchlow Harris, CAG H Examples of floor plans borrowed from other sources would be helpful as well (architects, city planners etc.). 6. Working in groups of two or three, have students create a floor plan and design for a museum using criteria from the list generated in class.

6 7. The final product may be presented in the form of a large drawing or a computer generated image. Key Words: Architecture, Contemporary Architecture, Museum Architecture Museum websites Have students write a short essay on the history of museums and how the concept of the museum has changed over the last 150 years. Lesson #4: Research the History of a Museum Students will use newspaper clippings, the Internet, and / or printed resources to research and record the history of a museum. Related Art Work(s) CAG H 115 Bristol board or similar support surface photograph of the Confederation Museum and Art Gallery in Charlottetown 1. Have students view the Harris drawing of the market square in Charlottetown and a contemporary photo of The Confederation Museum and Art Gallery that was built in the same location. 2. Explain to students that they are going to gather information about the history of a museum in Canada and present their findings to the class in the form of a large poster or Power Point Presentation. Students may also use examples from Lesson #3 or a museum of their choice. 3. Encourage students to contact the museum to obtain historical information. The Registrar is often a good resource. The Public Archives might have records documenting the history of the site. Books and copies of newspaper clippings can be found in a public library.

7 4. Possible criteria for the project: photographs or photocopies of the museum before, during, and after construction existing floor plan dates of construction architect materials used cost size location why it was built mission statement important exhibits / events extension programs Museum websites Have students organize an exhibit of the finished projects that includes the presentations in Power Point format.

OVERVIEW Getty Center Richard Meier Robert Irwin J. Paul Getty Museum Getty Research Institute Getty Conservation Institute Getty Foundation

OVERVIEW Getty Center Richard Meier Robert Irwin J. Paul Getty Museum Getty Research Institute Getty Conservation Institute Getty Foundation OVERVIEW LOS ANGELES Since opening its doors in 1997, the Getty Center has welcomed over 15 million visitors and become a cultural destination that has played a key role in helping Los Angeles become an