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.

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.

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.

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.