Final Paper
This past semester, having been involved with the Krannert Art Museum, I have learned
the ins and outs of museum education, as well as the difficulties and triumphs of bringing a
variety of communities into the museum. I believe that the events hosted by Museums in Action
as well as the museum education staff do a great job of trying to bring people into the museum
and offering them an experience that is both fun and educational. However, I think that there is
more that can be done that is within the power of the museum staff, to change the expectations of
visitors and to perhaps cast a new light on museums particularly art museums.
When looking at the eight key factors that influence learning written by Dierking and
Falk it is easy to see the strengths and weaknesses of the Krannert Art Museum. Dierking and
Falk say, “learning is a dialogue between the individual and his or her environment through
time…this contextually driven dialogue (is) the process/product of interactions between an
individuals personal, sociocultural, and physical contexts” (136). Within that framework the
museum should be a place where visitors are allowed to create their own learning experience
based on what knowledge they bring with them and the experiences they create through their
interactions at the museum. This is what sets museums apart from traditional academic
institutions, the ability to construct your own learning experience.
Although everyone participates in learning practices, how people learn varies widely and
on many factors. Some people are visual learners, others learn through physical interactions or
through listening, and some learn through an amalgamation of different learning practices.
“Learners construct knowledge as they learn; they do not simply add new facts to what is known,
but constantly reorganize and create both understanding and the ability to learn as they interact
with the world” (Hein, 76). This is why it is of vital importance that museums take an active
position in facilitating this learning experience. It is not enough just to offer information but to
engage visitors in ways that critically enhance what they are learning and how.
No matter how different peoples learning practices are, part of the learning practice for
everyone and definitely one of the first considerations for visitors on whether or not to visit the
museum, is based on assumptions and perhaps misconceptions of this learning experience.
Peoples expectations will color their experiences and if the assumption is that the experience will
be boring or that there is nothing interesting to learn then chances are that is how the experience
will unravel.
The motivations and expectations of visitors is the first thing that Dierking and Falk
include in their eight key factors; within what they call, the personal context of learning. I feel
that although Krannert attempts to motivate people to come to events and exhibitions they do
nothing to alter, at least prior to the visit, the expectations of visitors. I do believe that however,
that Krannert does an excellent job of keeping up with the fast paced and high tech society we
find ourselves in today, through the posting of fliers and through Facebook and email lists. These
media allow Krannert to advertise to a wide range of communities both on campus and off. It is
understandable that, within these mediums and the brief interaction they have with possible
visitors, there is little time to discuss visitor expectations. However, I believe that through very
straightforward and simple messages the museum can begin to alter the expectations of future
visitors. Simple changes such as putting the mission statement of the museum on the first page of
the website or including that part of the mission is to create an environment that encourages and
facilitates individual and social experiences that offer both an informative and an enjoyable time
would be beneficial. Another simple change could be the incorporation of this mission statement
to advertisements and to include it as visual information within the museum, perhaps a sign next
to the donation box right when visitors enter or a large sign at the entrance welcoming and
encouraging visitors to actively participate in their own learning experiences with the inclusion
of the tools available to them. This information could also be disseminated while students go out
to conduct Art to Go’s or while in the museum giving school tours.
While motivating and altering expectations of visitors, the Krannert Museum could tackle
another of the key factors Dierking and Falk put forward, the museum as a place that puts the
visitor in control of their own learning. The way the Krannert Museum is set up today is a little
confusing and possibly intimidating, especially for first time visitors. Without understanding
clearly what areas are a part of the museum or the tools available to them it is nearly impossible
for visitors to create their own learning experience unless they are prepared to wander around,
which in many cases people are too intimidated to do.
On some of the interviews I conducted during events such as Art After Hours visitors told
me that they were unsure of where they were allowed to go and what exactly they were supposed
to do. This feeling is contradictory to the point of the museum and the event, which is supposed
to offer the visitor an opportunity to experience new things and perhaps get a better
understanding of the things they already know. Some of the problem may be attributed to the
physical organization of the museum. The flow of the museum space is somewhat choppy. The
rooms divide the museum into subdivisions and do not seem to smoothly lead you from one area
to another.
This design aesthetic leaves me to believe that the museum is clinging to an older
museum aesthetic, clean and calculated and somewhat antiseptic. However, this is not serving
the needs of the visitors. Most people don’t even know that there is a lower level of the museum,
which offers both traditional and contemporary art such as drawings as well as interactive and
digital works. If the museum took a more active approach with visible signage explaining to the
visitors that there is a lower level or that there are tours and an audio guide to listen to they
would put the power and the choice in the hands of the visitor to create their own experiences
and to feel comfortable in the environment. This redesigning of the space and visual language of
the museum corresponds to the physical contexts put forward by Dierking and Falk, which state
that the physical space of the museum plays as important a role in the learning process as do
personal contexts. When visitors feel comfortable and understand the environment they are in
they are more likely to take control of the experience at hand.
Although the Krannert Art Museum may have issues in its physical and visual design it
begins to make up for that within the sociocultural context of learning. Within this context the
emphasis is placed on mediated interactions. These interactions include those between visitors as
well as the mediated interactions offered by the artwork and the interactions between visitors and
museum staff. These social interactions offer visitors an opportunity to discuss amongst
themselves what they are seeing and learning. It also offers them an opportunity to engage in
their experiences and create memorable and contextual experiences. The Krannert Art Museum
offers lots of mediated experiences, for example: the audio guides, tours and the many events
created to bring people from different communities into the museum. The events for Kids @
Krannert are an excellent example of offering a sociocultural experience for children. These
events engage children to critically look at artwork and develop critical looking and learning
skills. The events also engage them in many ways of learning, through visual, tactile and
collaborative methods. My favorite part of the event is the engagement fostered between child
and adult/guardian. This interaction is pivotal in changing the expectations of museums for
children. When the people whom children trust and are close with engage them, they learn that
the museum is a place to share and learn as well as have a fun time. The events also foster
continued critical thinking. Most of the activities conducted during Kids @ Krannert give the
children something to take home with them to remind them of the positive experiences they had.
It is also hoped that the memorable experience will be carried home as well and perhaps as Hein
said be added and reorganized into the way children perceive the world around them and learn.
It has been my experience in taking Museums in Action, that every small success leads
museums closer to fully engaging visitors and offering them informative and fun experiences.
Although there are many difficulties in engaging visitors and changing their preconceived
notions of the museum, the effort is worth while if it can spark an interest or a question in the
minds of the young who one day will, it is hoped, bring their children to the museum and
continue to interact with others and learn both about the art, themselves and perhaps how to more
critically look at the world.
WORK CITED
Dierking, Lynn D., Falk, John H. Learning from Museums: Visitor Experiences and the
Making of Meaning. New York: Rowman & Littlefield Publishers, Inc. 2000
Hein, George E. “The Constructivist Museum.” Educational Role of the Museum.
Hooper-Greenhill, E. Second Edition. New York: Routledge, 1999