
"Life and Age of Man...," lithograph by Currier & Ives, 1856 - 1907. Library of Congress
As a consultant with Remer & Talbott and a master’s candidate in art education, I often see parallels between exhibitions and curriculum planning. I was trained to create a lesson plan using KWL: What do students know?; What do I/we want them to know?; and How will they learn it? And students learn best when they are able to identify with the subject, forming a personal connection. I believe the same applies for people of all ages visiting a public history exhibit.
So the next question is, as educators (and curators, and interpretive planners, etc.), how do we create ripe opportunities for personal connections? One way to approach this is to consider that — as articulated by 20th-century educator Ernest Boyer – as human beings, we all share certain commonalities that transcend time, space and culture:
- Life cycle
- Symbols
- Aesthetic response
- Sense of time & space
- Group membership
- Production & consumption
- Awareness of nature
- Values & beliefs
(Here’s one place they’re explained a little further, in relation to art: http://www.schoolartsdigital.com/schoolarts/20080909sample/?pg=48#pg48)
This may appear to be an oversimplification, but I think it’s deceptively simple. And as a “list person,” sometimes I find it useful to refer to a list that states the obvious, which I might have otherwise overlooked. It is also interesting to note, in retrospect, that in creating the traveling exhibition for Benjamin Franklin’s 300th birthday, for example, we incorporated human commonalities intuitively. For Franklin, particularly numbers 1, 2, 3, 4, 5, 6, 7 and 8! I look forward to further exploring these commonalities and their usefulness for exhibits.
-Melissa