Art Journal #8

There was a specific moment during the first tour when all my anxiety came to a head and I realized how I was going to have to relax and let go or else this was not going to work. In the Glorioseria gallery, I was hit with this wall of frustration with my group and how much had prepared for this but how hard it was to get them to hear what I was trying to say. It really changed my perspective on preparation and designing scripts and plans because there is just no way you can solely depend on them and expect it to go well every time. The second tour went so much better even though I was completely operating on response and having to dig into the collection of cards in my back pocket to tell students about what they wanted to know instead of being frustrated when everything didn't go to script. 

The lessons and conversations on interpretive strategies was not at the forefront of my thoughts, but upon reflection, I can definitely pick out points where that knowledge came into play. The example of questions and how to phrase them was a huge part of how I led my second tour. I mirrored the professor in the video and felt like I was giving my students more of an opportunity to make meaningful connections instead of just acquiring surface level knowledge. Also seeing examples of how to open up the room and engage everyone though strategies like calling students by name and affirming each statement and building off them. I also changed my position constantly to either be on the same level as then students or assert authority when needed. I found this especially powerful when I had all the students sit at the feet of the King painting as if he were looking down on all of us. That really helped students latch on to the meaning I was aiming for them to catch. 

The classroom and the museum are both places for exploration, but especially with the current structure of most classrooms, museums offer a lot more stimuli for exploration. The Glorioseria gallery alone had student scattering across the entire space and asking different questions about different pieces. Museums are formally structured differently than classrooms in the way that you cant touch; but that is what I found particularly interesting about the BRAINY tours and the art activity that follows. 

The part that I struggled with the most was honestly the parents and having confidence. In the first tour, the dad that was with us would talk down to me and scoffed which definitely shifted the children's' perspective of my as an authority and is also why I struggled so much to keep them listening. This really affected my confidence and I was ready to cry (haha) by the end of the first tour. However, in the second tour, with the added element of allowing students to explore and talk about what they found interesting, the mom who came along was actively engaged and the students mirrored her. She asked her own questions and bounced off conversation pieces which really moved the tour along in incredible ways. I really felt more comfortable with her and this part was absolutely the most enjoyable. 

Even just between the first and the second tours, I found myself growing in my ability to go off script and be flexible. I completely threw out my tour plan for the second tour and it went so well. I think one thing I can still improve on is getting a flow and being aware of time management so that I do still have time to highlight the Black and African American gallery because I think it is important. 

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Throughout this experience, I learned that I like this setting a lot more than a traditional classroom. I think I will look at more opportunities like this or learn about how to incorporate these structures and opportunities into my classroom.