Art History

IRENE BALDRIGA
IRENE BALDRIGA

The course aims at the development of specific competences in the field of museum education and offers a focus on the value of learning as a crucial achievement in the history of modern democracies. Lectures and activities will examine in deep some aspects of XXIst century museum mission and will consider the theoretical development which brought to consider education as one of the most important goals of modern museums. Furthermore, a selection of best practices will be considered in order to encourage students’ participation and ideas.

Among the specific objectives of the course, there will be:

a) an understanding of the theoretical, methodological and design issues related to museum education, in Italy and abroad;

b) the ability to analyze the structure, purposes and effectiveness of a didactic path, with particular attention to its narrative layout and register;

c) critical thinking and awareness with regards to the educational mission of museums, considering general social needs and individual motivation of visitors as well.

At the end of the course, students will be able to

- discuss national and international documents concerning museum education;

- create educational activities with appropriate tools;

- understand how education should always involve any museum professional.

At the end of the course, students will have acquired a basic knowldege of the educational mission of museums, of their relationship with other institutional services, of their relevance in the modern conception of heritage education. Moreover, the attentande of laboratories and class discussions will encourage the development of specific competences in the elaboration of museum labels, in the creation of educational resources (also with the support of ICT), and of their evaluation as well.

A good background in art history and in the history of museums is warmly recommended. A basic understanding of the main pedagogical theories can be useful.
A good command of English language is an important skill.

The course is focused on the specific field of museum education as a main priority of XXIst century museum. A wide part of the course will discuss
the development of the relationship between museum and public(s) and how the learning experience can be a crucial strategy to connect the
museum and its social context. Main attention will be given to the narrative approach, with connections to its pedagogical value, to the influence of cultural heritage on the development of citizenship awareness. International experiences will be taken in consideration and compared, looking at France, United Kingdom, USA, Northern Europe. Discussions and practical exercises will be shared with students, encouraging participation and critical thinking.

Week I: Historical introduction to the educational mission of museums. Modern museums and "new publics".
Weeks II and III: Museumd educationan as strategical priority of XXI century museum. Politcal museum and educational mission. The discussion about the new definition of museum (ICOM). The concepts of equity and excellence, according to AAM. From education to learning.
Weeks IV and V: The value of experience in cultural heritage: pedagical theories and museum education. Museums and constructivism. The narrative approach to museum education.
Week VI: The relation museum-school. Approaches, strategies, tools.
Weeks VII and VIII: Elaborating didactic tools at the museum: interpretive labels, podcasts, family tooliks and school laboratories. Presentations and debates.
Weeks IX and X: Good practices. Analysis of real contexts and experiences, with a wide international persepctive (France, UK, United States, Canada, Northern Europe)
Week XI: Discussions and final review.

- I. Baldriga, Un Van Gogh per Snoopy. Esperienza estetica, conoscenza, emozione, introduzione di C. Strinati, Le Monnier Università, Firenze, 2020.

The following are all available online; students may download texts independently and for FREE from the Google Classroom:

- Musei e apprendimento lungo tutto l’arco della vita, a cura di K. Gibbs, M. Sani, J. Thomson, Ferrara, 2007
- R. Minello, “Museo costruttivista: tra teorie della conoscenza e teorie dell’apprendimento non-formali e informali”, in Formazione & Insegnamento, XVI, 1, 2018, pp. 93-108
- I. Baldriga, “Oltre i Generic Learning Outcomes. Verso un nuovo modello di azione educativa dei musei”, in The International Journal of Museum Studies. Rivista internazionale di studi, Fabrizio Serra Editore, (Numero monografico “Nuovi principi etici per un museo democratico e partecipato”, 2022, 2)
- E. Hooper-Greenhill, “Nuovi valori, nuove voci, nuove narrative: l’evoluzione dei modelli comunicativi nei musei d’arte”, in Il museo relazionale, a cura di S. Bodo, Ed. Fond. Agnelli, Torino 2000, pp. 1-39
- M. Muscarà, A. Romano (2020) Didattica e apprendimento nei musei nell’era della pandemia di COVID-19. Media Education 11(2): 61-73.
- S. Mascheroni, La funzione educativa del museo e il rapporto con la scuola https://www.comunecrema.it/sites/default/files/insula_fulcheria_2009_mas...
- M. De Luca, Comunicazione ed educazione museale http://www.fizz.it/sites/default/files/allegati/articoli/pdf_articoli_co...

One of the following (available online)
1) Cultura e Sviluppo Locale: Massimizzare l'Impatto. UNA GUIDA PER LE AMMINISTRAZIONI LOCALI, LE COMUNITÀ E I MUSEI www.oecd.org/cfe/leed/OECD-ICOM-GUIDE-MUSEUMS-IT.pdf
2) I giovani e i musei d’arte contemporanea https://online.ibc.regione.emilia-romagna.it/I/libri/pdf/Giovani_Musei.p...
3) Patrimonio culturale per tutti http://musei.beniculturali.it/wp-content/uploads/2018/06/Il-patrimonio-c...

A few changes to this bibliography might be communicated at the beginning of the course.

Furgher suggestions will be communicated during the course.

The course will be held mainly in presence, with the possibility of a zoom connection. Teaching style will be frontal, with some discussions and proposals of the students. Experts will be also involved in the presentation of some topics. A google classroom will be available to share documents and materials. Writing and design workshops will be offered mainly during the final phase of the course, with presentation of the results by the working groups.

Considering the practical approach of the course and the added value of the activities, attendance is not mandatory but it is higly recommended,

Oral exam and discussion on an assignement (i.e.: museum educational project; educational toolkit). The examination consists of an interview lasting approximately 20-30 minutes on the main topics covered during the course, with questions relating to theoretical aspects and practical experiences. Texts or images may be presented for comment. However, the fundamental basis of the required preparation concerns the texts in the bibliography. Students who have attended the workshops may be asked to present an educational project relating to a museum or collection of their choice.

Questions will be focused on methological, cultural aspects of the topics considered during the course.
Examples: "Could you explain the concept of "Constructivist Museum"?
"What do you mean by post-modern museum?"
"Could you discuss the application of Kolb's Learning Theory in Museum education?"

• Emotional experience in the museum visit
  • Books: Un Van Gogh per Snoopy. Esperienza estetica, conoscenza, emozione


• Informa learning in museum contexts, also in a international perspective
  • Books: Musei e apprendimento lungo tutto l’arco della vita


• Museum spaces and constructivism
  • Books: R. Minello, “Museo costruttivista: tra teorie della conoscenza e teorie dell’apprendimento non-formali e informali”, in Formazione & Insegnamento, XVI, 1, 2018, pp. 93-108


• Analysis and evaluation of educational resources in the museum
  • Books: La qualità nella pratica educativa al museo, a cura di M. Sani e A. Tromboni, in ER, Materiali e Ricerche, Musei e Territorio, 2003 (pp. 11-75; 101-107; 130-172).


• Participative and "relational" museum
  • Books: E. Hooper-Greenhill, “Nuovi valori, nuove voci, nuove narrative: l’evoluzione dei modelli comunicativi nei musei d’arte”, in Il museo relazionale, a cura di S. Bodo, Ed. Fond. Agnelli, Torino 2000, pp. 1-39 


• The relationship school/museum
  • Books: S. Mascheroni, La funzione educativa del museo e il rapporto con la scuola


• Communication strategies in museum contexts
  • Books: M. De Luca, Comunicazione ed educazione museale