Pre-tour planning. The three of us agreed via email about where we would start (zone 1, 2 or 3) and confirmed that we would proceed counter-clockwise. We also confirmed that we would divide our time equally between the 3 zones. I set the timer on my watch to be mindful of spending 1/3 of my time in each zone.
For zone 2 (substrates room), dividing them into groups and then passing out a substrate to each group with instructions to find the works using their particular substrate. Then, each group told the rest of us about the works that they identified.
For zone 3, walking through the rooms all the way to the mandela explosion. Then, letting them choose what would room in zone 3 we would go to next.

To the extent possible, try to equalize the numbers that start upstairs and start downstairs and try to equalize the numbers in each tour group. This is difficult because the students try to move to the group with their friends.

This was my first tour of the Cai exhibition, but the students were great. I tries out an activity in which the students write or draw everything that they are thinking about at that moment. The idea is to give them a sense of Cai’s documentation of his constant ideas, plans, results in his notebooks and on his work.
The 6th graders thought it was fun, and eagerly participated. But the most common thought was how hungry they were!

I bypassed the permanent collection gallery during my second tour due to time constraints. I won’t do that again because the oracle bones were of great interest, and they can introduce Cai’s philosophy the the material and immaterial worlds are one.

Our in-gallery security staff are very attuned to the student tours, and the attitudes/engagement of the kids (one is a substitute teacher). They had some very perceptive comments, and largely think we are all doing a great job.

In preparation for understanding AI:
I let students carry a small clipboard and on that jot answers to questions like:
If you could ask Cai a question, what would you ask?
What are some of the different substraits Cai used?
(One question answer per gallery)
When we got to the Hercules gallery, I asked them to draw something: favorite animal, favorite sport, etc. etc. After a discussion of AI, I asked them what would I get if I fed all their drawings and words into a computer. I explained AI Cai and then told them we would get to see what happened when Cai did this. They were excited to see and entered the AI room with a “Wow!”
For group 2 I did a calming breathing exercise before beginning the tour which worked well to ground them.

Reflection: Be more conscious of time in each gallery.

Everyone needs to be conscious of the time limit in each gallery to avoid bottle necks.

After noticing a different energy level in previous tours after the first groups were finished touring or art-making upstairs, I decided to engage my group with a brief relaxation activity (based on Qigong principles). Eiko decided that she would join us. The students seemed to enjoy this, and my group was noticeably more settled and attentive. Both groups were engaged and open to discussion. I found that engaging them in “wondering” about objects prompted them to open up and ask some interesting and curious questions. They enjoyed discussing the connections between art and science.

I was delighted with both of the tours.

I would encourage others to take a few minutes before the second tour to settle the students (perhaps a stroll around the garden, breathing exercises, or walking to the parking lot to view the mural). 
Can we know what the art activity will be before the day of the tour? Someone could introduce an activity that is very similar to what the artist will be doing, thereby missing an opportunity to do something different.

“The Return to Darkness” video and artwork are always the hit. When I took them to PAM Collection room, one student immediately pointed out that “Cloisonne Mandala” is what Cai made for “The Return to Darkness”.
Before taking students to AI room, students draw their version of “The Canvas On The Moon”. After finish drawing I took them to show Cai’s version of “The Canvas On The Moon” and ask the differences between their drawing and Cai’s artwork. After they identify the difference, I told them that “the different parts of your drawing is your creativity”. I did the same drawing yesterday, and one student was hesitant to show her drawing, but when I explain that difference is your creativity, she proudly showed her drawing to us (cute!).

Students truly enjoy seeing Cai’s artworks. They all truly feel something. Sometime students struggle to express because they cannot find the right words to express their feelings (their feeling surpass their vocabulary). Such a joy to see them working hard to come up with the right words.

Students had already learned about Cai (the arts made with gun powder). I showed Mandala in the PAM collection room telling them that we will see the Mandala art created by Cai. I showed the video “Return to darkness” located in the gallery next to the gift shop, students were mesmerized by it, and when I explain the art next to the video is the art showed in the video, they wowed and commented that it is beautiful.

Every time I give tour, I learn more about Cai’s works through students.

The tour worked out very well. The sturensts had learned a bit about Cai’s works at shcool, so we jumped into disucussions of his works in the gallies right away, They were so responsive and eager to particiapate in all the works we saw in the gallery, there was not a dull moment from beginning to end. I explained about uracle bone to them, and they made the connections to arts produced by fireworks. Every student participated in the discussions.

If I have a group of students who are so engaged and interested in sharing their thoughts on what they saw on the wall like this group, I would rather have the conversations with them about art works than having them doing drawings, etc.

Students in both tours were all very engaged and responded to my questions well. One student appeared to be more comfortable answering questions in Chinese, which was not a problem.

I might try having the students do some drawing in the future, but meaningful conversations about these artworks with 6th-grade students are rewarding also.

It was a pleasure to tour these students today.

I tried asking questions to students as well as create groups and have them discuss by themselves. The answers from the group discussion derives in-depth answers than the individual answering the questions.
Before showing “The canvas on the moon”, I told them to draw their own picture of the same title. In front of the “The canvas on the moon”, I asked students the difference between his/her painting and Cai’s painting. They were very creative.
I show Mandala located in the permanent collection gallery then show the video of Cai’s Mandala explosion video and painting.
After seeing Cai’s black & white and color works, I made a group favoring black & white and color works whey prefer black & which or color. Very good responses.

I let them watch the video in the 1st gallery, but student had hard time grasping Cai’s work process. So I used touring aids canvas and stencil to explain his work process, and they understood better that way.

More I give tours, better I get. Yey!

Both classes indicated expectation of seeing “Gunpowder artwork”, and had previewed some of Cai’s art work prior to visit.  Majority of the students were engaged in close looking discussions- i.e canvas on the moon, return to darkness, pray for protection

I would direct the students to look other art works in Room 5. The students are drawned to stop and sit in front of the Inverted Pyramid on the Moon. Student responded with silence when I asked them to come up with artwork they would show for beings in outer space.

This is the first time that I experienced students eager to respond to activities and share thoughts.