The groups enjoyed the exhibition. Although students are not conversational, their response is very well thought when they speak out. One student came up with Cai’s work as “creation from destruction”.
Jane and John came up with the idea to have group or pair conversation among the students for them to come up with something to say instead of asking question to each student.
Thank you Jin Sook and Jeanne to follow my tour!
Both groups of Students reacted similarly. They all paid attention to what I said to them and appeared to be very interested; however, I found the responses to my questions were limited mostly to one or two students.
The videos were helpful in explaining how and why Cai creates his art. Also, open-ended questions were asked to the students to pique their interest in specific artworks. Conversations ensued about Cai’s use of gunpowder to tell stories about suffering, art, and life.
I would like to pair students to work out observations and reflections about Cai’s artistry, then I would ask them to present their discoveries to the entire group. More discussion would follow.
Will continue to do more research on the Getty connection to Cai.
The students enjoyed tracking how Cai added something new to his practice with every gallery. They liked being given time to observe and report on questions asked.
Reflection (what would you do differently?) Add another activity.
This was my first tour. I was impressed by the group I had–they didn’t ask many questions but were very engaged.
I started the tour from the gallery next to the store showing the recent works of Cai, AI arts, then went to the 1st gallery. They are interested in the Asian culture, so I included Chinese and Japanese culture here and there, and concluded that many of Asian traditions are similar to theirs (students).
I had a trouble having them engaged in conversation, but when they talk, they have very good answers. I wish I know how to stimulate high school students to talk…
Went well. Good participation. Did a “word share” in front of the Hiroshima piece, and talked on more extensive talk on AI.
It went well. The students paid attention to what I told them and also responded to my questions.
What worked well: Setting them into groups, teams, to explain their favorite work of art.
Reflection (What would you do differently?) Show more videos…
Practice and flexibility, it is a tour that will require practice and adjustments to the audience
Touring aid using stencil, coffee grounds, canvas. The demonstration provided insight and helped students look at Cai’s process and determine if Cai followed same or different process when working with glass, wood, canvass.
Used many of the questions per the Tour outline. I cannot think of a different approach to encourage students to explain what they are looking at.
Overall, this was my second time doing School Tours for the Cai Art; I feel the experience will be better after doing more tours.
Using cards with substrate names for search.
For AI section, I tried out asking the students to make a list (or draw) what they might upload into a personal AI program that would provide source material for a future work of art. Not sure how well it worked, but a few students came up with some interesting things. (49ers logo, Real Madrid photo, transportation, flowers, “a world with god living in it.”)
Interesting, brief, discussions about Canvas on the Moon (including good tip from Fran – showed Earth Rise photo from Apollo 8); and mandala/Return to Darkness.
First room was our last stop so watching the two videos at the end worked well to wrap up, especially with the second hour (tired and hungry) group.
Continue to work on the flow; do more pair share.
The gallery attendants enjoy seeing the students and often have suggestions about what we should stop to look at. Sweet.
USC PAM Docent Blog and Resource Site 