Today, I toured with a group of eager and delightful third-grade students. Before beginning our tour, I handed out clipboards with stapled sheets of paper (one lined and two plain) and pencils. After explaining the norms for time together, we proceeded to Gallery 5 with the instructions that they were to observe the objects alone and jot down any questions, thoughts, or wonderings they had about the works in the gallery. After about 4 minutes we gathered together to share the observations. Student questions varied from “Who did these?” to “I see lots of shapes and dirt”. Good conversation followed.

After sharing that Cai’s work was part artistic and part science and discussing some of the science they were doing in class, we talked about the Pyramid piece in terms of shapes, purpose, and why he may have written all over some of the work. I then asked them to draw a peanut butter sandwich on one of the blank sheets (2 minutes). I then asked them to describe on their paper the steps to making that sandwich (2 minutes). Some shared their steps. I explained that the writing on the work in the gallery was, in fact, Cai’s thought processes about his work.

As we continued through the galleries, they took notes of things of interest and asked appropriate and probing questions. At the timeline of Cai’s work, the noted that Sky Ladder was made around the time of their births and wanted to know what it was. Explain the premise of Sky Ladder, some noticed that it was available on Netflix and wrote that down.

At Canvas of the Moon, I asked the students to “jump into the picture” and write down what they saw, heard, and smelled (2 minutes). They then shared, and I had them close their eyes and describe where they were. This time, no one mentioned a “cat”!

Visited the Mandala which, in some ways, brought a lot of concepts together for them.

This was a small group so we only had one tour at 10 AM.

I had toured 2 gps of kids in middle school and here are my feedback

1. I started at the second entrance and in viewing the pyramid I had the group drew what they would want to see if they are looking down on earth. Then they share it with the group. Then I discuss the significance of the pyramid, the Great Wall of China (all visible from space), and touched on what Cai had on his mind on his own legacy. Both group are very engaged with the activity
2. Then we proceed to the adjacent gallery and did a find the material hunt. I asked them to study how Cai managed to keep the surface of the material and not blew them up. This is a quick 10-15 mins
3. In the Hercules gallery I had them look at the technique he used with the stencil. They were also intrigued by how he execute this artwork. I asked them to get close and look at the piece from the side where they can see the remaining gun powder. Some count the area he messed up (the holes)
4. In the lab science gallery I had them pair the cut out piece to the original and touched on why the title of the exhibit ‘Art and Science Collide’. Also we looked at the AI artwork and discussed the significance of of it. They are not as interested in the subject as I would think.
5. We did not stay at the mandalas gallery as that video was not working
6. The one last piece of work was the Praying for Potection. I have them wrote 2 words on either what they saw or how they felt when they looked at the artwork. Then we had a discussion and I educated them a bit on the Second World War and the aftermath of the bombing. This piece is a good one to open up conversation and touch on many subjects.

It seems like there are some kids that didnt know English much and I was wondering why they drew a blank face when I was talking, so it would be good to know ahead of times if they need a docent that speak Spanish.

A lot of the kids are afraid to speak up so I had to remind them to speak up, also there were some kids that were a bit disruptive and I felt the teacher has to be more attentive to the group.

I used Melissa’s idea of having them write down words or do sketches when they looked at each painting and to share with each other as they were doing this.
I also used Fran’s idea of stopping at the timeline and asking them when they were born and to look for explosion events on the timeline.
They seemed quite willing to sit on the floor which made managing them much easier.

It was disappointing that the video in the last room was not working. This makes it tough when you start in zone 3.

Beginning the tour in Gallery 5 works well for younger students because they enjoy the art/science discussion. It was apparent that the students had done pre-visit work, which helped to further their understanding. The second group was more engaged and responsive to the discussions. For Canvas on the Moon I used the pair-share strategy to have them imagine where they were and note what they saw, heard, felt, and smelled. The groups then shared out their thoughts and revealed where the imagined they were.

I need to rethink pen-to-paper activities (drawing etc) in the galleries. Since the students are doing wonderful art activities upstairs, I am not sure that these types of activities are beneficial in this instance.

I would like clarification on whether Lonnie will continue doing the introduction, norms, etc., with the students. If so, I will not have to do that part of the tour, and the time will be added back to the actual tour. Also, can thought be given to allowing the first tour to begin before taking the students upstairs for artmaking?

I started at the gallery next to the gift shop, then went to AI room and moved to the 1st gallery. Although we backtrack the gallery, it works better instead of going to clockwise all the way.
Before going to the gallery, we did a sketching of “The Canvas On the Moon”, and compare their artwork with Cai’s version. I told one student to use ChatGPT to create “The Canvas On the Moon”.

I am not good to tour this grade students, but group discussions worked.

This school did not know that the museum is now showing Cai’s works, and requested docents to incorporate Silk Road into our tour. I was able to connect some of Cai’s works to Asian traditions (Oracle bones to Cai’s “Rubbing of Archean Era” ; Mandala to Cai’s “Return to Darkness” in Gallery 2; Dragons to Cai’s “Drawing for Ascending Dragon” ). We may need to come up more with these connections and create touring aids.

Review of Chinese beliefs in unseen/evil forces while still at the courtyard. Then I introduced fireworks as another way to protect against unseen forces. 
Gunpowder as a source of beauty. 
Identifying details of the Nagasaki painting. 
I showed them videos of some of Cai’s firework installations (recorded with my iPad from the Sky Ladder documentary). I found that the kids were more engaged with them than with the videos displayed in the gallery. I connected the video of the Sky Ladder project with his dream of connecting with unseen forces or entities (i.e. extraterrestrials).

With the first group I asked them to draw how they would represent our world to extraterrestrial. There were no “buyers”. With the second group I just handed them the PAM booklet with instructions for them to do it at home if they wished. Maybe we could talk to their teacher and suggest that he/she give “extra credit” to those who complete it.
I found the Palmyra painting and it’s background too complicated to explain to this age group.

I wish the mandala video would be earlier in the tour as it helps to explain the process and we can see the outcome. I guess it’s a trial and error process.