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This padlet exists to fulfill EDU702 portfolio as it brings 15% of marks. This padlet purposes is to share what I have learnt in every classes in the first semester of Master in Education of Visual Art. Also, my progression on my research proposal, some of ideas, journals that related to my working will be shared here.

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This padlet exists to fulfill EDU702 portfolio as it brings 15% of marks. This padlet purposes is to share what I have learnt in every classes in the first semester of Master in Education of Visual Art. Also, my progression on my research proposal, some of ideas, journals that related to my working will be shared here.

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EDU 702'S Padlet for everyone to share and to submit the assignment created by the lecturer

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EDU 702'S Padlet for everyone to share and to submit the assignment created by the lecturer

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This padlet becomes a platform for students to share everything according to the task given by the lecturer. We sometimes have virtual class using this platform.

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INTERACTIVE POP-UP BOOK AS AN EDUCATIONAL TOOL FOR

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Slides Presentation on Art Production and The Economy

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Museum spaces and experiences for children ambiguity and uncertainty in defining the space the child and the experience

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IDEAS AND INSPIRATION OF VISUAL DIARY

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TASK 2 : THE MALAYSIANNESS OF MALAYSIAN ART: DISPLAYING OR EXHIBITING CULTURE

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TASK 2 : THE MALAYSIANNESS OF MALAYSIAN ART: DISPLAYING OR EXHIBITING CULTURE

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> #SWAG is the theme of this project
> What is swag?
> Who defines what is swag?
> Is swag a timeless concept or is it the by product of a specific social and cultural processes?
> Who invented the notion of swag?
> How are media, artists, entertainers and corporations creating, promoting, advertising, selling, reinventing swag?
* "SWAG" IS JUST AN EXAMPLE OF POPULAR CULTURE RIGHT NOW, YOU CAN FIND ANY OTHER POP-CULTURE TO DISCUSS

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Summary Table for Research Literature included in Review

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Summary Table for Research Literature included in Review

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This question is frequently asked by teachers, both beginning and mid-career, and students studying heritage education who visit the National Museum of Australia. Whilst there is no single set of answers, this blog aims to explore some of the relevant issues. It is framed by my experiences of working as a secondary school history teacher and as a learning officer in a museum delivering school programmes. Other types of teachers and heritage educators will have different perspectives to offer.

Firstly, both sectors have enabled me to work with fascinating subject matter. History explores interesting questions; and since we can't entirely recapture events that have slipped into the past, it is an elusive quest that seems always to raise more questions than can be answered. My job, whether in school or in a museum, is to convey this enthusiasm, not least in order to promote curiosity about our world and develop students' critical skills. However, when I was teaching, I found I had little time or energy to pursue my historical interests: my subject knowledge was dictated by the schemes of work taught in schools and depth of knowledge was rarely needed. Working with museum collections offers me greater scope and capacity for expanding my historical knowledge and understanding. Indeed, I am required to indulge my passion for studying the past!

Certainly, as a museum educator, I work much more with material culture than was ever possible in school. As a teacher, I sometimes used artefacts, usually as stimulus material. However, because of time, space and resourcing constraints, I generally used sources that were text based or pictorial. At the Museum, object interrogation is integral to meeting learning objectives. Indeed, one of the challenges of working in a museum context is exploring how a particular object can be used to enhance historical skills, knowledge and understanding in ways that are relevant to Australian Curriculum requirements. Best of all, however, is the way physical interactions with tangible historical objects leads to questions and comments that convey a child's sense of awe and wonder. At the Museum, I cangive students different opportunities to be excited about the past in ways that can be hard to achieve during a busy school day.

I also find that, at the Museum, there are many opportunities to explore historical narratives and to see how individual stories fit within the big picture. As a history teacher, ensuring that children didn't lose sight of the broader historical narrative was a huge challenge - given that aspects of themes, topics and time periods are studied in discrete lessons throughout the school year and that History is just one subject within a crowded curriculum. I think museum educators have the advantage here. Museums are places where studying the past makes sense: they are the places where the big stories of our past are best understood.

Both jobs are about meeting learning objectives in ways that ensure children feel enthused and successful about history. This can be hard. Teachers in school have to contend with factors such as how much sleep a child has had, whether they have just fallen out with their best friend or whether the child 'likes' history. History is one amongst many subjects competing for a child's attention. And it can certainly be hard to engage children during a sixty or 90 minute lesson in a school which has yet to effectively tackle some of the fundamental barriers to learning. Such factors adversely affect engagement. By contrast, an educational visit to a museum is not part of a normal day. Often, on these special days, children arrive excited. It is a new and fresh experience, an opportunity to engage the disaffected or those who don't always flourish in the classroom, and to feed the enthusiasm of the engaged. Indeed, I love the way that what I do as a museum educator creates opportunities for building - and sometimes rebuilding - relationships between students and teachers on less familiar territory. Above all, museums can make children see that history is exciting, interesting, full of mysteries to solve: it is full of historical artefacts with which they are encouraged to interact in a variety of ways.

Yet, working at the Museum brings its own challenges. I deliver sessions to students with whom I am habitually unfamiliar. I do not usually have prior knowledge of students' learning needs and this can make delivery very challenging at times. It can make differentiation other than by outcome hard. I have to be very flexible with my explanations and questioning, and able to engage diverse audiences very quickly. The teachers, whose students have paid for the experience, have high expectations. There is no room for error or returning to a subject, skill or misconception that in a history classroom might be subsequently addressed.

Nevertheless, at the Museum I use my teaching skills all the time. In some ways, I can't imagine being a museum educator without having taught (although I work with inspirational colleagues many of whom have very different backgrounds). Teaching taught me to understand history as an academic discipline. It also taught me a whole range of pedagogical techniques, such as classroom management strategies, scaffolding my questioning, undertaking assessment for learning and identifying and exploring misconceptions, all of which I draw upon as a museum educator.

In essence, both jobs are about finding creative ways to engage children in a subject matter that can be remote in time and place. Both jobs are busy (even frenetic), never dull and always varied. Yet, whilst there are many similarities between being a schoolteacher and a museum educator, there are differences. Sometimes they are marked. For me, however, differences are usually more a question of degree rather than divergence. I wonder, do you agree?
Helen is a Learning Services Officer at the NMA. She takes delight in the many and unexpected ways in which children interact with objects at the museum - and in drinking copious cups of tea.

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Classroom teaching and museum education: how different are they?

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This question is frequently asked by teachers, both beginning and mid-career, and students studying heritage education who visit the National Museum of Australia. Whilst there is no single set of answers, this blog aims to explore some of the relevant issues.

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Art & Inquiry: Museum Teaching Strategies For Your Classroom | Coursera

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Art & Inquiry: Museum Teaching Strategies For Your Classroom from The Museum of Modern Art. Explore how to integrate works of art into your classroom with inquiry-based teaching methods originally developed for in-gallery museum education. Learn ...

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Visit any city in the country and you are sure to find museums representing a wide variety of subjects from science, history, the arts, military, cars and more. There are a number of educational bonuses to visiting museums giving children in particular an opportunity to experience first-hand the lessons they learn in school. For the adults on the other hand, it allows us to share our children's discovery of new things while also offering encouragement as we watch them soar to new heights. One way to prepare for your visit is to scroll through the chosen museum's website and search the internet for recommendations on the exhibits for example, short films and interactive demonstrations. Children under ten enjoy museums with exhibits that offer a more hands-on approach which allows for a combination of play and learning.

Connect with Museum Exhibits

Even if you plan on visiting a museum that is strictly for viewing purposes, children of all ages can enjoy looking at the artifacts, paintings and other items of interest that encourage learning. Supply them with a sketch book and encourage them to draw the items that they find especially interesting or write notes about a particular favorite that you can research at home on the computer. Connecting with exhibits can help bring them to life and encourage learning about by-gone eras.

Museum Activities for Students & Others

There are many museums that offer art in an interactive form where visitors can experience music and dance through workshops and classes to encourage children to express themselves through movement. Check the museum schedule before planning your visit to ensure that any special activities are available the day you are planning on attending. Other areas to research including admission fee, amenities and access to restaurants and snack bars. The majority of museums are wheelchair and stroller accessible and some museums even provide strollers for a modest rental fee.

Military & Automotive Museums in Auburn, Indiana

Upon arrival stop by the information desk and ask for a map to encourage your children to help navigate to the different locations within the museum. As a general rule, check out the locations that the kids are most interested in first, this way you can encourage them and receive their full attention before they become tired. Plan on taking plenty of rest breaks and don't rush. If the museum you are visiting turns out to be a success with the kids you may even want to consider purchasing an annual pass so you can return and look at new exhibits when they become available. Annual passes also come with a number of extra perks such as discount prices for classes and workshops, and a members-only door which allows you to by-pass any lines. Some memberships even include admission to other museums in the area allowing you to receive a lot more bang for your buck. And let's face it, who doesn't love a bargain especially one that will keep the kids occupied and for hours at a time? Come by Kruse Museums today and see all that we have to offer!

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Why We Visit Museums & Importance of Museum Education for Children, Students & Adults! - Kruse Museums & Expo Center

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Visit any city in the country and you are sure to find museums representing a wide variety of subjects from science, history, the arts, military, cars and more. There are a number of educational bonuses to visiting museums giving children in particular an opportunity to experience first-hand the lessons they learn in school.

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Museums as avenues of learning for children: a decade of research

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In this review, we focus on the museum activities and strategies that encourage and support children's learning. In order to provide insight into what is known about children's learning in museums,...