Mobile digital gateways between the visual arts and social studies, at the Montreal Museum of Fine ArtsDemonstration
Marie-Claude Larouche, Université du Québec à Trois-Rivières, Canada
From art to social studies, how can we help students make the most of museum artworks using mobile digital technology?
We are presenting the setup for a design-based research (Reimann, 2011) with the Montreal Museum of Fine Arts to develop and evaluate a prototype mobile social studies app for student visitors.
The project is structured around a first order of interdisciplinary questions. How can the visual arts foster school pupils’ internalization of the concepts of society and territory, such as those studied in the Québec Education Program? If a figurative artwork has documentary value and can be viewed as iconographic, the work offers far more than a simple reading of anecdotal elements. It communicates the artist’s perceptions, embodying a view that cannot be dissociated from the society that engendered it. As such, the work reveals a wealth of opinion and subjective interpretation that resonate with the subjective view of the child or adolescent who confronts it from the perspective of his or her own reality. Furthermore, how can we lead the student to grasp the nexus of the territory and the representation? More specifically, how can we help the student understand both how the territory was occupied or used by humans in a particular era and what art adds to the representation of that territory?
The project then turns to a second order of questions. What contribution can mobile digital technology make to this experiential and multimedia learning process in the museum? More specifically, how can the institution’s web and mobile digital resources (such as tablets) and wifi network be used to design a museum tour that invites the students to play an active role in creating meaning by accessing or creating multimedia content and sharing it with their peers?
By the time of the conference, a protype of the app will have been developed and field tested, using Jambon’s methodology (2008), with users who have a profile similar to that of the target audien
Alexander, J., Barton, J. & Goeser, C. (2013). Transforming the Art Museum Experience: Gallery One. In Museums and the Web 2013, N. Proctor & R. Cherry (eds). Silver Spring, MD: Museums and the Web. Published February 5, 2013. Consulted September 18, 2014 . http://mw2013.museumsandtheweb.com/paper/transforming-the-art-museum-experience-gallery-one-2/
Bauer, J. & Pierroux, P. (2014). Expert and Adolescent Interpretive Approaches in a National Art Museum, Museum Management and Curatorship.Vol 29 (3): 260-279.
Brewer, E. A, & Brown, S. (2009). Perspectives on Social Studies and Visual Arts Integration, Kappa Delta Pi Record, 45 no3, 135-9, Spring 2009.
Charitonos, K., Blake, C., Scanlon, E., & Jones, A. (2012). Museum Learning via Social and Mobile Technologies: (How) Can Online Interactions Enhance the Visitor Experience? British Journal of Educational Technology, 43(5), 802-819.
Douesnard, M. (2013). Multi-Sensory and Kinetic Approaches to Installation Art in Outdoor Gardens: A Study of Expert and Non-Expert Visitors, PhD Thesis, Concordia University. Consulted September 18, 2014. http://spectrum.library.concordia.ca/977543/
Harvey, S. & Loiselle, J. (2009). Proposition d’un modèle de recherche développement. Recherches qualitatives, 28 (2), 95-117.
Jambon, F. Mandran, N., Meillon, B. & Perrot, C. (2008). Évaluation des systèmes mobiles et ubiquitaires : proposition de méthodologie et retours d’expérience, Ergo-IA 2008 (L’humain au cœur des systèmes et de leur développement), Biarritz (France), p. 107-116. Consulted September 18, 2014 http://www-clips.imag.fr/multicom/User/francis.jambon/publications/2008-ErgoIA-Jambon-NM-BM-CP.pdf
Larouche, M-C. (2014). Voir et savoir interpréter des documents iconographiques, de l’affectif au cognitif. In Faire aimer et apprendre l’histoire et la géographie au primaire et au secondaire, in M.-A. Éthier, D. Lefrançois & S. Demers (eds.) (Chapter 14, pp. 213-231). Québec : MultiMondes.
Pierroux, P. & Ludvigsen, S. (2013). Communication Interrupted: Textual Practices and Digital Interactives in Art Museums. In The Connected Museum: Social Media and Museum Communication, K. Schrøder & K. Drotner (eds.) (Chapter 8, pp. 153-176). Routledge: London.
Pierroux. P. (2009). Newbies and Design Research: Approaches to Designing a Learning Environment Using Mobile and Social Technologies. In Researching Mobile Learning: Frameworks, Methods and Research Designs, G. Vavoula, A. Kukulska-Hulme, & N. Pachler (eds.) (Chapter 18, pp. 291-318). Bern: Peter Lang.
Reimann, P. (2011). Design-based research. In Methodological Choice and Design, Scholarship, Policy and Practice in Social and Educational Research Series, 9, L. Markauskaite, P. Freebody, & J. Irwin (eds) (pp. 37-50). Springer Netherlands.
Saint-Bauzel, R. (2014). L’application support de la visite du Musée Moulin-Leclerc, Rapport d’expérimentations in situ menées en partenariat avec le laboratoire PErSEUs (Université de Lorraine). Canopé-CNDP, Document PDF.
Tselios, N., Papadimitriou,I, Raptis, D., Y, Yiannoutsou, N., Komis, V., & Avouris, N. (2009). Design for mobile learning in museums. In Handbook of Research on UserInterface Design and Evaluation for Mobile Technology, J. Lumsden (ed.), pp. 253-269. Information Science Reference.
Van der Maren, J.-M. (1996). Méthodes de recherche pour l’éducation. Montréal : Presses de l’Université de Montréal.
Vavoula, G. (2009). Issues and Requirements for Mobile Learning Research. In Researching Mobile Learning, Frameworks, Tools and Research Design, G.Vavoula N. Pachler, & A. Kukulska-Hulme (eds.) (pp.339-350). Bern: Peter Lang AG.