Reflecting on My Art Adventure

When I was asked to write about my experience with the Art Adventure program for INSIGHT, I welcomed the opportunity to reminisce about the job I loved and a rewarding  adventure in my life. Here are some of my recollections.

Students at Minneapolis Institute of Art

Photo: Minneapolis Institute of Art

In 1990 I was hired by The Minneapolis Institute of Arts (MIA) to develop and coordinate  a new guide program to accommodate and complement the already existing Picture  Person program, which had been growing in the area’s elementary schools since the  1970s. 

This popular program involved thematic tours designed for students in grades K–-6.  School volunteers — often eager and interested parents — came to the museum for a  brief training, and then brought poster-sized reproductions of museum objects to the  classroom where they facilitated a discussion. Subsequently, many of the classes  would visit the museum for a docent-led tour to see the real objects they had studied in  school. 

Jade Mountain Illustrating the Gathering of Scholars at the Lanting Pavilion, 1790, China Light green jade The John R. Van Derlip Fund and Gift of The Thomas Barlow Walker Foundation •  92.103.13

As this program was growing in popularity, it became increasingly difficult for the  docents (the volunteer group of MIA tour guides) to accommodate the overwhelming  number of requests for Picture Person tours. The Supervisor of the Department of  Tours and School Services, Diane Levy, proposed a solution to MIA Director, Evan

Mauer: the museum should launch a new and separate group of guides to  accommodate this growing need. With his interest in museum education, Evan was  highly amenable to support the program.

I’ll never forget the honor I felt when I was hired for this position. I had been in the  docent program since 1981 and treasured being part of this inspiring museum. I was  also a freelance writer for a variety of local and national publications. And I had recently  completed a Masters degree in Art History from the University of Minnesota. 

Once I began work, my first assignment was to come up with a new name for the  program, which needed to reflect the spirit of both entities, the tour guides and the  Picture Person program. “Art Adventure” seemed to be a perfect fit.

My entire first year on staff focused on developing the guide training program, which  involved creating a manual and curriculum for a six-month training course, and  recruiting volunteers to become guides. In the fall of 1991, the first class of 40 Art  Adventure Guides was ready to take off. 

We decided to divide the group into two classes, one meeting on Tuesdays and the  other on Wednesdays. Overseeing the training course, I did some of the lecturing, but I  also engaged our invaluable museum staff, including members of our department, such  as educator Sheila McGuire, as well as curators and other specialists. Morning lectures  were devoted to the history of art and our collection. Afternoons consisted of gallery workshops, during which guides gave presentations about objects used on tours and  practiced teaching methods, such as inquiry and the use of props, all designed to  encourage elementary students to participate in the experience and use critical thinking.

I found mentoring guides to be a very fulfilling part of my work. All the planning of the  first year came to vivid life, with the creative, intelligent individuals in training — a  diverse group of personalities from various backgrounds, ages and occupations. It was  so rewarding to witness many of them build new skills, develop confidence as the  training progressed, and enjoy the rich experience of discovery they shared with  children as well as with each other. So many of them expressed how deeply gratifying  this experience was for them, as it was for me. Numerous guides continued in the  program for many years, with some members from the original class still giving tours  today. 

In addition to overseeing the training program, I also wrote new Art Adventure materials,  which were selected by members of our Department of Tours and School Services.  “Amazing Animals in Art” and “Dressed for the Occasion” were created during my  tenure. New units were often produced due to the growth of the program and the need  for new materials. Sometimes just an art object or two needed replacement for a variety  of reasons. We chose objects to fit the theme as well as to represent various cultures,  time periods and media. My responsibility was to research and write about the art  objects, while collaborating with a staff member from the School Services side of our department, who developed suggested questions and approaches that were age appropriate to be used by “Picture Person” volunteers.

At the time, Art Adventure units contained materials on eight art objects that fit the  theme. Among other changes made over time, the number of objects in a unit has  been reduced to six.

I managed the program for over eight years, and oversaw its growth, recruiting and  training a new class every three years, resulting in the classes of 1991, 1994 and 1997.  It was difficult to leave this position, which I did due to growing family responsibilities,  but I was happy to be invited back by my successor, Ann Isaacson, to give occasional  lectures to the guides. 

The creation of the Art Adventure Guide program was part of the museum’s outreach to  expanding audiences and proved to be a great asset as the number of Art Adventure  tours increased over time. Today, Art Adventure serves over 89,000 students across  Minnesota and brings more than 215 schools and 26,000 students to the museum for  tours. With the tours and the school program continuing to flourish, the future of Art Adventure indeed looks bright.