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*With advance notice, and when staffing permits, exceptions can be made to accommodate 30 students at a time in the museum. In this case, we ask that you please be prepared to divide each group of 30 students into two smaller groups of 15, with a minimum number of one adult per each group of 15 students. Two staff members will each take a group of 15 in the museum, rotating students through the exhibit.
2. In order that we may address each child by name, please provide your students with a nametag. (A simple piece of construction paper with first name pinned or taped on will suffice).
3. If the bus driver will remain on the bus, buses may park in the loading zone directly in front of the museum, located at 309 Main Street. Please remain on the bus until a museum representative meets your group to take your group into the museum.
4. Please plan for a restroom break before arriving at the museum, as there are no restroom facilities available in the museum.
5. Museum staff will take each group through each phase of the tour, rotating through the exhibit.
6. Museum staff will lead the students while they are at the museum and teachers and adult volunteers are asked to assist and participate in the activities.
Here is a set of questions for exploring with works of art. You can respond to them on your own or take turns with someone else or a group of people. Begin by choosing a work of art. Try not to read anything about the work before you start your QUEST. There are no right or wrong answers.
1. Do you like this work of art? Why or why not?
2. What is the story that you see in this work of art? How do the colors help to tell the story?
3. In the story that you see, who or what do you think is the most important figure, shape or object? What makes you think so?
4. What do you think will happen next in this work of art?
5. Does anything you see happening remind you of your own life story - or of another story you know?
6. Is the story that you see in this work a true story? Where do you think the story comes from?
7. What emotions seem to be expressed in this story? What makes you think so?
5. What can you tell from this work of art about the story of the person who made it7 or the time and place in which he/she lived?
9. Looking at the works of art around this one, what more can you discover about the stories of history or art?
10. If you were telling the story of this work of art, what would you call it?
11. Thinking back on the stories you have discovered, what have you learned from looking at this work of art? Have you learned anything about your own life story or the stories of others?
12. Do you like this work of art more or less than you did in the beginning? Do you think it matters if you like it?
From Collecting Their Thoughts: Using Museums as Resources for Student Writing, Smithsonian Institution Office of Elementary and Secondary Education, Washington, D.C., 1994.
1. Describe the art object itself. For example, is it a portrait, a landscape?
2. Describe a character in the painting. Choose from such examples as: human or animal; real or imaginary; current or past; familiar or foreign; or another quality.
3. Imagine a conversation with the character. What would she/he tell you about her/himself?
4. What is the character's role in the story? For example: leader or follower; attacker or victim; or another role.
5. Is there a particular element (line, color, shape, texture, value) the artist has used to show gesture, facial expression, or mood that gives clues to the character's role?
6. Add to or change the story. For example: make up another character to respond to this one or imagine another scene the character might fit into.
1. Describe the object itself. For example, is it a landscape, cityscape, or other?
2. Describe the scene. Is it: realistic or fantastic; crowded or open; local or foreign; desert or tropical; current or historical?
3. Imagine stepping into the scene. Consider: what sounds you would hear; what clothes you would wear for the temperature; how the ground would feel under your feet; or, other sensory qualities.
4. Is there a particular element (color value, line, shape, texture) the artist used to convey the mood of the environment?
5. Add to or change the story. For example, imagine a character to fit into the scene; consider a different time of day or weather; or, imagine viewing the scene from a different point of view.
1. Describe the event. Is it: realistic or fantastic; predictable or surprising; separate or linked action?
2. Explain the interaction between the characters and/or setting. For example, is it relaxed or active; humorous or dangerous?
3. Imagine that this picture frame is frozen in time. Explain what will happen next.
4. Is there a particular art element (color, value, line, shape or texture) the artist used which suggests the mood or force of activity?
5. Are there repeated elements that cause your eye to move about the painting? Are there contrasting elements that call your attention to important parts about the event?
6. Imagine changing the plot. How would you change the arrangement of the painting to show a different event?
