CASE STUDY # 1
On-line museum collection guides for adults and children: An exploration of the Berkeley Art Museum & Pacific Film Archive's on-line resources
Guide to the Berkeley Art Museum & Pacific Film Archive Collections for
Guide to the Berkeley Art Museum & Pacific Film Archive Collections for Kids http://www.bampfa.berkeley.edu/education/kidsguide/kidsplash.html
Summary points from the October 21, 1997 meeting discussion:
- Art organizations should consider State Educational Frameworks for K-12
curricular strands before creating on-line educational materials.
- Adult portions of the BAM/PFA web site were interesting and useful to
teachers, especially the web pages concerning past exhibitions such as Rosie
Lee Tompkins, Masks of Venice and Urban Revisions.
- Teachers can guide younger students in web-based learning and research
activities by creating a classroom web page that contains the links to
pre-selected web sites.
- Most students don't have patience to stay on-task and focused for an
extended period of time while doing assignments that use the Internet or a
- Student attention spans for reading on-line text and essays are very
short, consequently on-line assignments should be brief.
- Web sites that have well-designed and captivating graphics,
age/grade-appropriate text, audio, and interesting content are better for
holding student attention and interest.
- Art organizations creating on-line educational materials may need to
consider three styles of language to accommodate their diverse audience:
language for general public or adults, language for teachers using the site for
curriculum needs, and language for students who are doing on-line interactive
curricular activities or research.
- Information concerning permanent and short-term museum exhibitions
are valuable to K-12 teachers, even if the objects have been removed from the
- Tech support at the K-12 school is essential - teachers need assistance
solving routine problems with software, hardware, maintenance, and the
implementation of collaborative university projects that use technology.
- University sponsored technology programs for K-12 schools need to factor in a
Tech support person as part of the basic project requirements.
CASE STUDY # 2
Exploration of promising practices of arts-based web sites: A look at the
Rural ArtsNet, an Internet-based educational program of the Walker Art Center
in Minneapolis, with special focus on the Claes Oldenberg portion, its on-line
resources and related educational materials / activities
Rural ArtsNet web site at the Walker Art Center in Minneapolis http://www.walkerart.org/ruralartsnet/
The Claes Oldenberg portion of the Rural ArtsNet site http://www.walkerart.org/artsnetmn/whatsart/oldenb.html
Summary points from the November 23, 1997 meeting discussion:
- Lots of content, good images, multicultural, good teacher lesson plans and
nice appendix for other sites and links.
- More teacher lesson plans would improve site.
- Navigation was difficult - too many link choices, path was hard to
- Useful links and information was buried deep in the site, and easy to
- In general, users need well-designed associative guides or hierarchical
layout of information, and a good menu bar on each page.
- Arts organizations should not have their web sites reflect the physical
structure of the building in gallery map form -- which is confusing to on-line
visitors unfamiliar with the physical museum. These graphics are also
problematic if they take a long time to load on the user's web browser.
Representing physical space in cyberspace doesn't work well.
- Educational web sites should try to compile a list of links to other
reputable web sites to expand upon a given topic. This is very useful for
CASE STUDY # 3
Performing arts institutions: A survey of on-line
Cal Performances http://www.calperfs.berkeley.edu
Kravis Center for the Performing Arts http://www.kravis.org
Ordway Performing Arts Center http://www.ordway.org
Orange County Performing Arts Center http://www.ocartsnet.org
San Diego Opera http://www.sdopera.com
Wexner Center for the Arts http://www.cgrg.ohio-state.edu/Wexner/education/education.html
Summary points from the January 20, 1998 meeting discussion:
- None of the institutions listed above had substantial interactive or
contextual educational on-line resources at the time of this case study.
- Kravis Center for the Performing Arts web site failed to make it clear
where the building was located. Others were difficult to discern as well.
- Performing arts and museum web sites should clearly state where the
physical institution is located geographically (country, state, region, city).
- It is hoped that performing arts institutions and museums will create
substantial K-12 educational materials for TEACHERS--resources that can be
downloaded and used to enhance curriculum.
- It is also hoped performing arts institutions and museums will create
ample K-12 educational materials for STUDENTS--resources that can be downloaded
and printed for classroom activities, and educational components that can be
used for on-line interactive learning activities.
- Performing arts organizations deal with ephemeral art forms, but could
still create on-line educational materials for teaching about lighting, set
design, choreography, and the nature of live performance, as well as how to
watch various kinds of dramatic and musical performances.
- Contextual and photographic on-line educational information about actual
performances would be very useful for teachers, even if students don't witness
the actual performance described by "virtual" means.
- Performing arts institutions and museums might adopt a teacher resource
component on the web site, where teachers can access and/or add lesson plans in
an expanding archive. This bank of curricular educational and intellectual
resource materials would grow over time and could be a substantial aid for busy
- Even the best on-line educational materials are limited, and need
thoughtful application and coordination by a good K-12 teacher.
- Live experience cannot be captured in virtual form. Rather, virtual
experience can help inform and interest viewers.
- Virtual presentation of the arts is not likely to have an adverse impact
on attendance at the physical cultural arts institutions and live performances.
The real experience will continue to be more attractive than the virtual
CASE STUDY # 4
Commercial on-line educational resources for K-12 teachers and students: An exploration of two web sites
Computer Curriculum http://www.edscape.com
Scholastic Network http://www.scholasticnetwork.com
Summary points from the February 17, 1998 meeting discussion:
- Commercial educational sites were not deemed to have better educational value
than non-commercial sites. On-line educational services appeared restrictive,
limited to in-house or on-site material, and thus did not take advantage of the
vast array of educationally oriented and diverse sites that exist at large
throughout the Internet.
- Teachers preferred non-commercial sites at reputable institutions such as
Getty ArtsEdNet http://www.artsednet.getty.edu/,
University of Oregon Media Literacy http://interact.uoregon.edu/medialit/homepage, and other locations
that contained materials developed by real, working teachers, like those found
at SCORE (Schools for California Online Rescourcs for Education) http://scorescience.humboldt.k12.ca.us/ In general, non-commercial sites
that teachers liked had a quality of honesty, with academically sound
resources--without the feel of commercialism.
- The Edscape site seemed to have a "pop journalism" quality, attempting to be attention getting for younger audiences. The site seemed to have a gimmicky feel to parts of it.
- The Getty's ArtsEdNet web site was highly praised by our teacher group, and stands as an example of a non-commercial site which as extensive resources and good links to related resources outside the ArtsEdNet site.
- Using case-sensitive passwords and login names for commercial sites proved troublesome, a significant point of frustration in the process of entering such commercial sites.
- Good educational on-line materials need to be cross-referenced so they can be found by teachers using a variety of search terms and directories (SCORE site).
- Art organizations need to adopt standardized naming conventions, so
information can be found easily by individuals and using search engines and a
variety of search terms.
- Commercial K-12 educational resource web sites would do well to have a
mission statement that expresses the political and educational orientation of
the institution sponsoring the site. This mission statement would help
educators and users understand the underlying objectives and political bearing the site may have. Some sites may have ties with industry, political parties or foreign countries which impart an "informational flavor" or limited
perspective. Teachers may want to know this orientation up-front before they
send students onto the web site to do activities.
CASE STUDY # 5
Two topics: Commercial on-line educational K-12 resource sites (continued) and media literacy on-line: Exploration of three web sites
Topic 1: Commercial On-line Education Services (continued)
Computer Curriculum http://www.edscape.com
Scholastic Network http://www.scholasticnetwork.com
Topic 2: Media Literacy Projects on the Internet
The Media Literacy Online Project at University of Oregon http://interact.uoregon.edu/medialit/homepage
Workshops for Media Literacy http://www.aa.edu/media/workshops/workshops.html
Media Literacy http://www.health.org/medltnew/index.htm
Summary points from the March 24, 1998 meeting discussion:
- The Media Literacy On-line Project at University of Oregon received the best review by all project members because of its quality of content,
interpretive presentation, diversity of information, design, links and related
- For students, often Internet searches for information are hit-and-miss
and many sites have questionable subject matter or educational material that is inaccurate or untrue. Media literacy training may help students learn to
discriminate quality web sites from poor ones. Teachers want organized lists of links (grouped by subject matter, historical era, state Framework curricular
strand, etc.) to "approved" educational sites.
- Teachers desire educational resource web sites on topics related to
media literacy and other subjects, even if the sites are teacher-centered and
do not have a student component. Teachers want to access on-line materials and lesson plans.
- Ideally, on-line materials should be comprehensive and well organized
by topics, themes, curricular strands, grade level, and so on. Moreover, each
cohesive set of organized materials should be tied to ONE (or at most two) web page of links--NOT a series of disjointed links from one web site to another in a chaotic, non-linear fashion that makes thematic information gathering laborious and bothersome.
- Teachers need lesson plans as a cohesive unit. While providers of
on-line lesson plans may include links to other relevant sites and materials,
the main idea should be to synthesize dispersed information so that it becomes a unit and specifically tied to the educational topic at hand.
- A standard of scholarship needs to be adopted to label educationally
sound web sites so teachers can recognize them as being academically and
pedagogically approved, especially in relationship to State Framework
- Educational on-line materials need to be interconnected with broad and
specific thematic issues. For example, collections of art need to be tied with
political, historic and social periods and trends. This way, instructors
teaching about 18th century history can search the Internet and find organized
bodies of art that represent the creative manifestations of that period.
Conversely, teachers instructing students about the 20th century art history
could tap into well-prepared banks of 20th century historical, social and
political information, events and developments coexisted and influenced the art of that period. Cultural institutions need to work carefully together in a
highly organized manner to devise this kind of linked system for on-line
interrelated teaching materials.
- Art related educational material needs to be tied together with larger
thematic issues, such as history, so that it can be useful for teaching the art
history of a period, or vice versa.
CASE STUDY # 6
Two topics: Educational CD-ROM: * The Orlando Museum of Art Pre-Columbian Art Multimedia CD and general discussion of performing arts / museum-to-school collaborative multimedia projects--the pros and cons of using CD-ROM's or the Internet
* The Orlando Museum of Art "Pre-Columbian Art" CD-ROM features dozens of QuickTime Virtual Reality movies of Pre-Columbian art objects. The CD was the outgrowth of a collaborative project between the Orlando Museum of Art and the Orange County Public Schools, with all interactive multimedia features having been created by high school students using HyperStudio software.
Summary points from the April 21, 1998 meeting discussion:
- The Orlando Museum of Art Pre-Columbian Art CD project in itself
represents a very positive example of museum to school collaboration. While
the CD has flaws, the idea and the project itself is to be commended,
especially since the multimedia features were made by high school students.
- Performing arts organizations and museums should examine the
Pre-Columbian Art CD project as a fairly successful model of collaboration, and embark on their own collaborations with schools where technology and the Internet can enhance learning and exciting projects--for mutual benefit for the K-12 school, students, arts organizations and staff.
- The Orlando Museum of Art Pre-Columbian Art CD while interesting from a QTVR stand point, lacked deeply thought-provoking and memorable content. The CD needed more information about each piece of art, beyond basic didactic text and narration.
- It is better to have fewer QTVR objects, and more flavorful descriptions for each. "Quality" of interpretation and content, over "quantity" of objects.
- The CD's user interface was confusing and a major flaw. In the opening menus there were no clear descriptions of the CD's contents, the art it contained, nor were there instructions on how to navigate the CD or how to use the QTVR features. This kind of information should not be "buried" on a credits page, but accessible "up front" so first time users can quickly become acclimated to the CD's entire package.
- The CD was not cross-platform, which limited its usefulness.
- Certain menus on the CD had underlined words that were not hypertext links--a poor design since underlined text has become universally recognized as a linking feature for electronic and on-line materials. Such projects should not invent new design features which conflict with established formats for
- In general, our group feel CD-ROM's may become a good medium for housing school related computer-based projects, especially when read and write CD-ROM burners become more affordable. The CD is cheap, durable, and can contain a substantial amount of information. Students may one day turn in final reports and multimedia culminating school projects on CD instead of in printed or disk form.
- Teachers like the idea of portable information (CD's) and find the Internet
can be problematic for accessing and transferring large amounts of electronic
material because of limitations in access to Internet servers, server crashes, and slow modem connection. A CD only needs a CD-ROM drive and computer--without the additional logistics of getting on-line.
- Museums may want to explore possibilities of offering technology workshops to K-12 teachers. If these offerings could meet state educational requirements, they could help teachers learn how to use technology-based museum educational materials while fulfilling part of the K-12 Clear Credential tech training requirements, and other aspects of career training for teachers.
Top | Main Menu