MUSEUM 2.0 BLOG, PART II: Nina's Picks!!


Well, it seems that there is no end to what facebook can do for a person in this day & age.  After becoming friends with Nina Simon, I asked her for her picks of posts on her blog and VIOLA!  she wrote back.  Imagine that.



Nina Simon September 28 at 8:18pm
Hi Rachel... favorites are tough. While I don't have one absolute favorite, I'm most proud of the content inhttp://museumtwo.blogspot.com/2008/10/future-of-authority-platform-power.html and this onehttp://museumtwo.blogspot.com/2009/03/self-expression-is-over-rated-better.html

I was amazed at the response to:http://museumtwo.blogspot.com/2009/02/magic-vest-phenomenon-and-other.html

I'm weirdly attached to:http://museumtwo.blogspot.com/2008/05/get-on-bus-how-mass-transit-design.html

and from a professional standpoint, feel strongly about:http://museumtwo.blogspot.com/2007/06/voluntary-apprentice.html

I hope this helps!


So, let's talk about Nina's faves.


THE FUTURE OF AUTHORITY: PLATFORM POWER


This is a concise post about exactly what Web 2.0 offers museums while speculating on the reluctance to relinquish control to these platforms.  This dialog approaches some of what we're thinking about in critical pedagogy.  Check out this lovely little paragraph:

The problem arises when expertise creates a feeling of entitlement to control the entire visitor experience. Power is attractive. Being in control is pleasant. It lets you be the only expert with a voice. But if our expertise is real, then we don't need to rule content messages with an iron fist. As Ian Rogers has said, "losers wish for scarcity. Winners leverage scale."

SELF-EXPRESSION IS OVERRATED: BETTER CONSTRAINTS MAKE BETTER PARTICIPATORY EXPERIENCES

Second, open-ended self-expression requires self-directed creativity. You have to have an idea of what you’d like to say, and then you have to say it in a way that satisfies your expectations of quality. In other words, it’s hard, and it’s especially hard on the spot in the context of a casual museum visit. What if I assigned you to make a video of your ideas about justice? Does that sound like a fun and rewarding casual activity to you?
I found this post interesting because it relates to some of the problems of artistic practice.  In my artistic practice, I often feel nostalgic for the days of undergraduate "assignments" where I felt like I did my best work with outside parameters.  In fact, I do my best work without parameters (or with the parameters I set myself) but it is certainly much harder.  The interesting distinction mentioned above is "casual."  Museums offer casual experiences, however rich they might end up being.

This is also an interesting point when Nina describes an experience with teen participants:
The client kept saying, “do whatever you want,” which they thought meant, “we support your unique self-expression.” But the teens heard, “Do whatever you want—we don’t really care what it is.”


THE MAGIC VEST PHENOMENON AND OTHER WEARABLE TOOLS FOR TALKING TO STRANGERS
I always say that once you've gone on the floor, you never come off. I was at the zoo with my family and noticed a lost child. I immediately sprang into action, until I realized I was just a random adult trying to talk to a lost kid - creepy!

GET ON THE BUS: HOW MASS TRANSIT DESIGN AFFECTS PARTICIPATORY POTENTIAL
The frequency of stops and the local windiness of buses makes them downright provincial. As a driver said in this charming article about the glacial pace of NYC buses, "the bus is only as fast as its slowest rider." Social chitchat among strangers is something associated with small towns and areas where people move slowly. It's no surprise the bus can simulate that experience, even in Manhattan. What museum experiences slow you down while simultaneously bringing you in contact with others?

THE VOLUNTARY APPRENTICE


Here's my "getting started in museums" story:  When I decided I wanted to work in a science museum, I went to two in my area--one giant, one tiny. I didn't look to see if either was hiring. I didn't even consider what my dream job would be. I found departments/people that were interesting, and made the same speech to each: I want to volunteer for you, part-time, for three months. I have X, Y, Z qualifications, but no direct museum experience. At the end of three months, I want us to sit down and assess whether you will hire me for pay or not.  
That's it. In both cases, my offer was accepted. And within three months, I was getting paid (though not much) for real work. Both experiences were educational, experience-building, and got me "in the door" for future opportunities. 

MUSEUM 2.0 BLOG, PART I


Museum 2.0








Let's start off with a very interesting post indeed!  We are ART education graduate students, but many of us are on a "museum track".  Chew on this post for a moment, if you will: Warning: Museum Graduate Programs Spawn Legions of Zombies!,   There are huge number of comments, but they're fascinating.

Here are the major points that Nina Simon makes in this post, critical of the Museum MA (I'm taking them out of context to form a list):

1. Standardizing the field limits the potential for radical change.
2. No one can list the tangible skills these programs impart.
3. The credential is a crapshoot [in terms of finding a job]
4. The semblance of a credential creates a red herring that employers latch onto.


Museum educators I know are concerned about all of these things too.  In a later response to a comment, Nina goes on to worry that these degrees will become a necessity to museum work, and I think that is happening.  Especially in a bad economy when many jobless folks are flocking to grad school, I can freely admit that a major factor pushing me into grad school was feeling surrounded by an ever-growing number of MAs.

Anonymous commented:
I tend to feel that the students in the MA Museum Studies program are a little too idealistic, and not realistic enough. They don't have a grasp on the real world (period), and they certainly don't have a grasp on the reality of museums.
What do we all think of that?

An there's much more, so read on...





They're below on the right. :)
Oh! and now people can comment with "reactions" which I'm pretty excited about.

AAAAND a new banner too:


For your viewing enjoyment:

Here's another bit I won't be using in my "about me" powerpoint because sound was one too many elements.

COMMENTS

Comments weren't working, but now they are again, as pop-ups...

Technology @ AIC


Right now I'm thinking about how to talk about my relationship with this topic. I'm thinking about how I could write a book about what I'd like to see done technologically at the museum.


Chapter 1: Accessibility (why, in a public building with hundreds of doors can only 7 be opened with a switch by those who need a switch?)

Chapter 2: Accessibility (if there are over 100 events every month at the museum, why is it virtually impossible to see any of them on the website, and if I find them, why can't I register online?)

Chapter 3: Accessibility...


But I can't really write that book here because I can't air everything I'm trying to do in my work. This has been an interesting recurring problem since I've begun graduate school at a school so closely tied to my workplace. How do I find a way to negotiate both roles simultaneously, to talk about my work in a way that is critical but doesn't undermine the larger work?

I think that art museums with missions to collect, preserve, and present (and that's it-- but that's a lot) have an obligation to use technology in an effort to promote accessibility to the museum, its collection, and its public programs and services. I think major encyclopedic museums could also capitalize on technology, especially web 2.0, to hook more audience, but what sort of demographic does that target? Technology must feel natural, not novel, in a museum like AIC, even when it is new, because it has to function in a supportive role to the objects and the people who visit them.

What does this mean in a tangible sense?
I think special exhibitions are the perfect place to utilize technology. There should be interactive kiosks, there should be wi-fi audio guides or audio a visitor can access from a phone, there should be ways for the visitor to meaningfully interact with the exhibition like adding comments-- video comments would be especially nice.

I'd like to see video commentary in the education space.
The interpretive exhibition (BIGsmall, for kids) downstairs in Gallery 10 could make use of technology in many of the same ways CCM does. CCM has beautiful, elegant, user-friendly, state-of-the-art interactives that should serve as a model for educational installations in museums. Imagine seeing a Jackson Pollack and next to it a screen with a glove where you could throw "paint" onto the screen virtually to create your own version.

All that said, I think AIC has a great resource in the new "pathfinder" although it can't be everything to everyone and I look forward to seeing what they do to improve it.

I love the Curious Corner interactive for its playfulness and connectedness to the collection-- it's not just a computer game.

With the audio guide, I think it's especially nice for families in that while looking at the same piece, adults can hear grown-up content and kids can listen to a kid-friendly version. The kids version, though, could use a little revision, I think. It's easy for kid-directed language to sound cheesy after a few years.


THE FUTURE IS NOW

Well, this is an interesting video sent to me by my sister Rose, who also claims she just bought a phone made out of corn. Anyway, since we're thinking about technology & related issues, check out this ad series from 1993 from at&t:


Unlike Disney's Tomorrowland, at&t has pretty much hit the nail on the head.

SOCIAL MEDIA GUIDELINES

A friend who works in tech communications at the Art Institute posted this link to Social Media Policies from 80+ organizations, among them the Walker Art Center. Here are their blog guidelines for employees, a page of the New Media Initiatives section, which is worth checking out too. These guidelines are pretty routine-- what I might have expected, but how interesting that they are out and accessible to the public.


THE FIRST SLIDE OF MY KEYNOTE PRESENTATION

it's a beach-prairie, in case you can't tell.
Since this is CYBERpedegogy, I started working on my autobiographical keynote presentation by using the world wide interweb. I posted a request for contributions to my not-auto semi-biography as a note on facebook and tagged a bunch of friends who I thought would do well tasked in such a way. I'm not sure how I'll end up using their material. One piece of fiction from writer/performance artist Michael K. Meyers deserves publishing since it won't be in my presentation for sure.

Sensitive readers, please be warned that the following is rated PG-13. UPDATE: you know what, I'm just going to edit it with awkward xxx's...

Michael K. Meyers
Michael K. Meyers
When I was 11 and got bumps on my chest my uncle Charlie said something smirky. I was at the far end of the table and didn’t hear what he said, but my dad’s face went all red, and aunt Aggie, Charlie’s wife, she got real angry and told Charlie that if he said that again she’d march him down to the clinic and have him lobotomized. Later, in the kitchen, I was drying, when Aggie was asked by aunt Dee why she didn’t just have the clinic xxx xxx xxx xxxx, Aunt Aggie said that Charlie had such a xxxx xxx xxx and she didn’t want to end up cutting off her nose to spite something. Aunt Aggie never could get those saying completely right, but all the women understood, and maybe I did, too. Did that experience deflect me in any way from my career in the arts? My shrink isn’t sure. Some days all he does is weep. When Uncle Charlie passed away it was supposed to be a closed casket, but the custodian, or some joker left it open. Now that, that was traumatic. I didn’t tell my shrink because...
6 hours ago ·
Thinking about our discussion today about the Walker's blogs and all of the good work they're able to do with such sincerity and authenticity makes me think about their mission-- I have to look it up.  We expect an awful lot from museums, or the people who work there, I should say.  It is truly amazing that the folks at the Walker not only take the time, but also share the institutional value for spending resources engaged in meaningful communication with their audiences.  I know that the families who visit me at the museum might enjoy my pictures and thoughts about or work and play together, but my institution isn't set up to engage in a virtual dialog.  I wonder if it would ever be possible, and with such limited resources, what I would have to not do to make the time.

WALKER ART CENTER BLOGS

The Walker Art Center certainly seems to spend a lot of time blogging and it seems to be engaging at least a few people.

Blogs are given a prominent spot on the museum's homepage, where the MCA, for the sake of comparison, has only a "coming soon" placeholder that took a little doing to find.

So, it looks like the walker has at least half a dozen different blogs, focusing on specific areas like education & community programs, film & video, etc. and at least one less specific area "Off Center", which is non-Walker stuff from people at the Walker. The blogs offer a ton of material, the posts are long, cogent, and frequent. Frankly, it's a little astonishing.

As a professional museum educator who researches family programming at other museums all of the time, I feel like I have a great sense of what the Walker stands for in terms of education from looking at the education blog. Certainly, the blog doesn't break down the schedule-- that's what the schedule is for-- but it provides documentation and casual analysis of education goings on. Just the tone and what items are given emphasis show what the Walker values. I especially enjoyed the post by Nakami Tongrit-Green, teen program participant. There is a video, for crying out loud! Seriously, though, it is wonderful to read her first-person account of her experiences.

We talk a lot in museums about engaging visitor voice and about solving the problem of the museum as an authoritarian teacher. Podcasts and other media that are essentially contentless ads for museums, and I don't think anyone's being fooled. The Walker's blog, on the other hand, feels very real and straightforward, and it looks like they're really trying to engage audience in new ways. There is a very spirited string of comments connected to a post about the Coen brothers coming to the Walker, and it's nice to see that out in the open, although Richard may be getting a little carried away if you ask me.

There is a ton of content here. I wonder if they publish these as links to their facebook fans? Actually, I am a facebook fan of the Walker, now that I think of it, and I haven't seen any of this. I think maybe they should because one trouble I do have with this particular blogroll is that it just seems overwhelming. Maybe I need someone to help me learn a better way to subscribe to a blog...

Yay!! Photographs of objects that look like the letters of the english alphabet are uploaded here and playing as a slideshow on this blog.

Blog Aesthetics

Well... I just lost four hours of my life looking for a template for this blog to make it look schnazzy and none of the code seems to take for some reason. Why is the internet so useful but more of a timesink than any other media? I added a slideshow which will soon contain my alphabet pictures, and a link to a site I use often for sharing news, concerns, and tips with other museum educators.

09.09.09


First class and I'm thinking about technology. I'm thinking about how much technology I have in my pocket nowadays because I have a new-fangled phone. I'm on the train, on my way home from class and I've been able to use this amazing little piece of plastic, lights, and electronics for half a dozen awe-inspiring tasks with a nice pandora radio soundtrack all the while. Review the syllabus? Sure let me pull it up. Bookmark the walker's blog? Sure. See a bar stool in the shape of the letter ''A''? Snap a pic. And on and on...

When I think about not being able to use a CD burner or a ''trash can'' when I started undergrad 10 years ago-- that me would have called this reality bananas.

Here's my stop, better click POST.
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