Archive Page 19



The Creative Spiral

The creative process is often described as cyclical, and sometimes, when I’m in it, I feel like I am going around in circles, ending up where I started. I always hope that when I come back around in that circular process, my ideas have evolved so that even though I may be in a familiar place, I am truly somewhere new. Perhaps the creative process is more like a spiral, repetitious yet constantly moving forward. This concept not only illustrates an important artistic process that we want to share with visitors to the Center for Creative Connections (C3) but also describes the methods we employ as our space evolves. The creative process is an inspirational component of C3, and it is exemplified through the Art Spot, a hands-on art-making area.

A Brief History

 

In 2008, the hands-on art-making area within the C3 exhibition Materials and Meanings was called the Materials Bar, which provided a hands-on experience of the creative process, engaging visitors with an inspiration wheel, videos that modeled techniques, materials that encouraged play, and a reflective label writing component. In 2010, C3 presented its second exhibition, Encountering Space, which involved a complete redesign of the entire C3 and transformed the Materials Bar into the Space Bar, which included prompts for the hands-on art-making experience. In 2012, the hands-on area was renamed the Art Spot: Anytime art-making for everyone, and it focuses on rotating works in the C3 galleries or the idea of creativity.

Commonalities and Spiraling Forward
For me, the creative process can be simplified to four steps: inspiration, exploration, creation, and reflection. With each iteration of the making area in C3, we come full circle. We start with an idea—a theme like materials, space, creativity, or a work of art; next we explore the possibilities of that idea and play with what it might look like; then we construct it for visitors to experience; and finally we reflect on the actual visitor experience. Over the years, the various iterations are in many ways similar, but with each new endeavor we learn and revise.

Martin Delabano's Family Portrait behind sea of visitors

Martin Delabano’s Family Portrait behind a sea of visitors

In the past, we strived to inspire participants with the art on view in C3, though we found this can be difficult when the works of art are not directly adjacent to the making area. In the upcoming redesign, we are installing more works of art in the Art Spot and are strategically placing them near the tables where participants will be creating. The cases housing these works will have prompts directly on the glass to provoke thought and discussion about the materials, design, and process. These kinds of prompts can help visitors get into the making mindset, a way of critically looking at and exploring materials.

Also, our approach to choosing works of art has shifted. In the past, we chose works of art that exemplified a concept and might inspire visitors to create. This time we are taking our inspiration from our visitors. Over the past few years, we have documented the kinds of creations made at the Art Spot. We know that regardless of the theme or materials, there are common items that are made: rings, animals, flowers, hats, and woven objects. So we started with those observations and chose works of art, such as those featured below, that visitors might more easily relate to and that had some evidence of both the materials and the method of making.

Finally, we will continue to encourage the creation of three-dimensional objects, but rather than having one set of materials, we will offer different materials at different stations that relate to the nearby works of art. This will offer some variety and give visitors more options.

Looking Ahead
When the Art Spot reopens next week, we will continue to ask for visitor input, because being an experimental space means that we are constantly evolving through the creative process. We will document the creations visitors make, read the reflective statements they write, talk with them about the works of art, the materials, their creations, and their overall experience to get a sense of what aspects of the new design are working and what we might revise. Stop by the Center for Creative Connections this summer to see the redesigned Art Spot, be inspired by the newly installed works of art, make a creation, and give us your feedback!

Jessica Fuentes is the Center for Creative Connections Gallery Manager at the DMA.

On the Road Again

Memorial Day is the holiday that kicks off the travel season.

So whether you are traveling by plane,

Alexander Calder, Model for Flying Colors, 1973, fiberglass and acrylic paint, Dallas Museum of Art, gift of Braniff International in memory of Eugene McDermott © Estate of Alexander Calder / Artists Rights Society (ARS), New York

Alexander Calder, Model for Flying Colors, 1973, fiberglass and acrylic paint, Dallas Museum of Art, gift of Braniff International in memory of Eugene McDermott, © Estate of Alexander Calder/Artists Rights Society (ARS), New York

train,

James Welling, Pennsylvania Railroad, 1990, Negative November 2,1990, gelatin silver print on Oriental Seagull photographic paper, Dallas Museum of Art, Director's Enhancement Fund © James Welling

James Welling, Pennsylvania Railroad, 1990, negative November 2, 1990, gelatin silver print, Dallas Museum of Art, Director’s Enhancement Fund, © James Welling

or automobile

Lee Friedlander, Untitled, 1961, gelatin silver print, Dallas Museum of Art, Polaroid Foundation grant

Lee Friedlander, Untitled, 1961, gelatin silver print, Dallas Museum of Art, Polaroid Foundation grant

to places far

Robert Delaunay, Eiffel Tower, 1924, oil on canvas, Dallas Museum of Art, gift of the Meadows Foundation, Incorporated © L & M Services B. V., Amsterdam

Robert Delaunay, Eiffel Tower, 1924, oil on canvas, Dallas Museum of Art, gift of the Meadows Foundation, Incorporated, © L & M Services B. V., Amsterdam

Florence E. McClung, Torii–Japan, 1959, silkscreen, Dallas Museum of Art, gift of Florence E. McClung

Florence E. McClung, Torii–Japan, 1959, silkscreen, Dallas Museum of Art, gift of Florence E. McClung

or near

Berenice Abbott, Flatiron Building, 1938, print 1983, gelatin silver print, Dallas Museum of Art, Foundation for the Arts Collection, gift of Morton and Marlene Meyerson

Berenice Abbott, Flatiron Building, 1938, print 1983, gelatin silver print, Dallas Museum of Art, Foundation for the Arts Collection, gift of Morton and Marlene Meyerson

George Grosz, A Dallas Night, 1952, watercolor on paper, Dallas Museum of Art, Foundation for the Arts Collection, anonymous gift of A. Harris and Company in memory of Leon A. Harris, Sr. © Estate of George Grosz/Licensed by VAGA, New York, NY

George Grosz, A Dallas Night, 1952, watercolor on paper, Dallas Museum of Art, Foundation for the Arts Collection, anonymous gift of A. Harris and Company in memory of Leon A. Harris, Sr., © Estate of George Grosz/Licensed by VAGA, New York, NY

we hope you have a fun and safe summer.

Lynn Lennon, Beach Party, Dallas City Hall, 1984, gelatin silver print, Dallas Museum of Art, Mr. and Mrs. Homer B. Jester Fund © 1984 Lynn Lennon

Lynn Lennon, Beach Party, Dallas City Hall, 1984, gelatin silver print, Dallas Museum of Art, Mr. and Mrs. Homer B. Jester Fund, © 1984 Lynn Lennon

Don’t forget to stop by the DMA to cool off all summer long and explore the collection for free!

Kimberly Daniell is the Manager of Communications and Public Affairs at the DMA.

FAST Times at the DMA

With each new exhibition at the Museum comes a jolt of excitement for our FAST (Family, Access, School, and Teaching programs at the DMA) team. Education programs at the DMA involve both the permanent collection and any special exhibitions, and a new exhibition means opportunities for exciting new lessons. Though our programming won’t focus on the newly opened exhibition Inca: Conquests of the Andes/Los Incas y las conquistas de los Andes until the fall, we can’t help but brainstorm some experiences we might create around the fantastic content inside. Here’s a look at some of the ideas we’ve got flying between our ears:

Family Programs
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For our littlest learners, from babies to our homeschool kids, we often begin our gallery portion of the program with story time connected to the lesson’s theme. To get thinking about camelids and their importance in Inca life, we’re eyeing one of Anna Dewdney’s Llama Llama books and will then explore objects like the llama-form vessel or llama-head whistle. The focus of the lesson could also be one of the exhibition’s remarkable tunics. We would follow the journey of camelid fibers, which we have on hand for tactile exploration, from their origins on a llama to their ultimate use, being woven into a wonderful piece of clothing. Our youngest visitors will then try their hand at a weaving project in the Museum’s Art Studio.

Access Programs
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For visitors with special needs, our class might focus on jobs in Inca society. Through an object like the tunic with checkerboard pattern and stepped yoke, we can connect the idea of the Inca soldiers who wore the tunic and the weaving specialists who made it to what we know of modern occupations or memories of jobs our participants had in the past. Different art projects would be appropriate for the two groups: with our visitors with intellectual and developmental disabilities, we might choose our Inca dream job and make wearable tunics for it using materials in the Museum’s Art Studio, and for participants with Alzheimer’s, we might take our time with a weaving project. We like to have a hands-on experience all participants can enjoy.

Go van Gogh
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Our Go van Gogh community outreach program involves a staff member and volunteers leading programs in classrooms throughout DISD. For an Inca-based program, we would pick 3–4 works to explore around a theme such as “what we wear,” which could include items like the sleeved tunic, poncho with central medallion and double-headed-birds, or four-cornered hat. For a related art project, the students may design their own tunics using some of the geometric patterns or animal imagery we discussed. We always have amazing works of creativity come out of our Go van Gogh groups!

School Tours
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Most teachers who sign up for school tours want their students to see as much as possible, so our wonderful docents choose highlights from all over the DMA’s expansive collection. Inca might only be one stop on a tour of five or six destinations in the Museum. Docents typically let the interests of the students lead the discussion: are they drawn to textiles or ceramics, ideas of Inca soldiers or animal imagery? Whichever it is, docents would be sure to show contextual images such as a map of the Tahuantinsuyu empire or an illustration of a ruler wearing a tunic. Though the stop is brief, the goal is to teach the students a little bit about another culture, while whetting their appetite so they return for more!

Make sure you take the opportunity to explore Inca: Conquests of the Andes/Los Incas y las conquistas de los Andes before it closes in November. In the meantime, the FAST team will be counting the days until we can explore the exhibition with our many audiences!

Liz Bola is the McDermott Graduate Education Intern for Gallery and Community Teaching and Jennifer Sheppard is the McDermott Education Intern for Family and Access Teaching at the DMA.

Communicating in Quechua

INCA

Months. It took literally months during the summer of 2014 to decide on the orthography (the correct spelling/writing) for the exhibition Inca: Conquests of the Andes/Los Incas y las conquistas de los Andes, which opened Friday. For example, should the Museum use “Inca” or “Inka,” among other spelling differences that would emerge in the exhibition texts. Many factors weighed into my decision, from popular recognition to modern linguistics, from consistency in labels to proper pronunciation. For the first few months of the exhibition project, I solicited the opinions of many individuals about the issue—from leading pre-Columbian linguists to Inca archaeologists to fellow curators, and even friends and family. I read the most recent publications, edited volumes, scholarly monographs, and online blogs to ascertain the most current opinions. Indeed, I researched, inquired, and deliberated so long that there was general confusion around the DMA itself about the final decision for months after I had finally settled on a position. Mea culpa; thank you to everyone for their kind patience. And I appreciate the generous input from many colleagues on an issue that elicits deep passion and strong opinions from scholars across disciplines.

Quipu (Khipu) fragment with subsidiary cords/Quipu (khipu) parcial con cuerdas afiliadas, Perú: Andean highlands or coast, Inca (Inka) culture, A.D. 1400–1570, cotton and indigo dye, Dallas Museum of Art, the Nora and John Wise Collection, bequest of John Wise, 1983.W.2174

Quipu (Khipu) fragment with subsidiary cords/Quipu (khipu) parcial con cuerdas afiliadas, Peru, Andean highlands or coast, Inca (Inka) culture, A.D. 1400–1570, cotton and indigo dye, Dallas Museum of Art, the Nora and John Wise Collection, bequest of John Wise, 1983.W.2174

The central issue is this: What is the ideal manner—in a US public exhibition context—for writing words from Runasimi, or Quechua, the language used as a lingua franca by the Inca state system and spoken today by many Andean peoples. Prior to the Spanish arrival in the 1530s, the Andean populations did not utilize a recognizable written script, one that the Spanish acknowledged and transcribed into a phonetic alphabet, as certain Spanish chroniclers attempted in New Spain. The Andean knotted cords, or quipu (khipu), that recorded information were documented by certain chroniclers in South America, who noted that the quipu were used to register taxes and census data, among other information. The individual Spanish chroniclers further documented Quechua words in the phonetic alphabet and according to Spanish pronunciation, with variant spellings. Certain spellings gained in pronunciation, popular recognition, and adoption into English.

Since the mid-20th century, there have been great efforts to revise the orthography of Andean languages, in particular Runasimi (Quechua), with laws passed in Peru during the late 1970s and early 1980s. The revised orthographies introduced changes such as the reduction from a five-vowel alphabet to a three-vowel system for Quechua. Modern linguists, such as the Peruvian scholar Ramon Cerrón-Palomino, have provided welcome standards for ongoing publication in Inca and Andean studies.

Four-cornered hat/Gorro de cuatro puntas, Peru: south-central highlands or coast, Huari (Wari) culture, A.D. 700–900, camelid fiber, Dallas Museum of Art, The Nora and John Wise Collection, gift of Mr. and Mrs. Jake L. Hamon, the Eugene McDermott Family, Mr. and Mrs. Algur H. Meadows and the Meadows Foundation, Incorporated, and Mr. and Mrs. John D. Murchison, 1976.W.2013

Four-cornered hat/Gorro de cuatro puntas, Peru, south-central highlands or coast, Huari (Wari) culture, A.D. 700–900, camelid fiber, Dallas Museum of Art, The Nora and John Wise Collection, gift of Mr. and Mrs. Jake L. Hamon, the Eugene McDermott Family, Mr. and Mrs. Algur H. Meadows and the Meadows Foundation, Incorporated, and Mr. and Mrs. John D. Murchison, 1976.W.2013

As an Andean scholar, I had actively used many revised spellings in teaching and coursework, as well as in a recent 2013 exhibition, Between Mountains and Sea: Arts of the Ancient Andes, at the Blanton Museum of Art in Austin, Texas. Upon joining the DMA, I had further standardized the terms within the Museum’s database, emphasizing the revised spellings of Wari (for Huari), Tiwanaku (for Tiahuanaco) and Inka (for Inca). With specialization in the cultures of the Formative Period and the north coast of Peru, I confess to addressing only superficially the issue of orthography prior to the DMA exhibition. The spellings of the Cupisnique, Moche, and Chimú—the successive north coast cultures—have remained relatively constant. So I had adopted the basic premise that to utilize the new Quechua spellings was to honor indigenous rights, which aligns well with my role as a researcher of Andean cultural heritage.

Through the months I spent researching, however, the issue became less black and white for this context; it came to include various factors regarding public recognition and spelling consistency through the exhibition design. In the end, the decision to maintain historical spellings as the primary terms in the Inca exhibition likewise presented the wonderful opportunity to introduce an audience to corresponding Quechua spellings. The exhibition Inca: Conquests of the Andes/Los Incas y las conquistas de los Andes thus features not only English and Spanish text but also dual spellings for most Quechua terms. A wall panel explaining the chosen orthography opens the exhibition, providing viewers with an opportunity to consider the complex ways language records, reflects, and defines a historical culture.

Kimberly L. Jones, PhD, is The Ellen and Harry S. Parker III Assistant Curator of the Arts of the Americas at the DMA.

Sound Waves

We have plenty in store to stimulate your senses during this Friday’s Late Night, and one program in particular is sure to hit the right note. As part of a special DMA Friends reward, DMA Friend Kyle West has created a soundtrack for our European collection on Level 2 that you’ll be able to enjoy that night. To whet your appetite, listen to this lively jig he paired with Seasickness on an English Corvette. We hope to see you Friday to hear the rest!

François Auguste Biard, Seasickness on an English Corvette (Le mal de mer, au bal, abord d'une corvette Anglaise), 1857, oil on canvas, Dallas Museum of Art, gift of J.E.R. Chilton 2011.27

François Auguste Biard, Seasickness on an English Corvette, 1857, oil on canvas, Dallas Museum of Art, gift of J. E. R. Chilton, 2011.27

http://www.youtube.com/watch?v=QwmimUm4aeE

Sarah Coffey is the Education Coordinator at the DMA.

Ruby Anniversary

AnneBromberg_DocentTraining_1985_001
Dr. Anne Bromberg, The Cecil and Ida Green Curator of Ancient and Asian Art at the DMA, is celebrating forty years at the Museum this year. Anne began her time at the Museum in 1975, when the building was located in Fair Park and we still went by the name Dallas Museum of Fine Arts. Over the course of her career, she has served under six Museum directors—Harry Parker, Rick Brettell, Jay Gates, Jack Lane, Bonnie Pitman, and Max Anderson; seen building moves and expansions; acted as curator on some of the Museum’s most popular exhibitions; and entertained visitors with her exciting and lively talks and tours. Anne’s husband, Alan Bromberg, and his family, notably his mother, Juanita (Cookie) Bromberg, always supported her career and the Museum throughout her years of service. Last week, DMA staff, friends, and former colleagues came together to celebrate Anne’s remarkable and colorful career with the DMA.


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Kimberly Daniell is the Manager of Communications and Public Affairs at the DMA.

May the Art Be with You

It is a little known fact that the DMA is a favorite art spot for those from a galaxy far, far away. This May 4th we spotted Princess Leia and Darth Vader roaming the DMA—without light sabers, as they aren’t permitted in the galleries—checking out some of their favorites in the collection. May the fourth be with you!

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I am your father:
This #MayThe4thBeWithYou photo shoot took place on “Take Your Child To Work” day, so Darth Vader’s daughter joined in on the fun.

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Kimberly Daniell is the Manager of Communications and Public Affairs and Jessica Fuentes is the Center for Creative Connections Gallery Coordinator at the DMA.

Master of Monsters

One of the annual projects for the McDermott Curatorial Intern for European Art is to develop and curate a small exhibition pulled from the DMA’s works on paper collection. Of the pieces within the European collection (which includes over 1,500 works!), I was immediately drawn to ones by old masters (artists working before 1800), like Rembrandt van Rijn, Giovanni Battista Piranesi, and Francisco de Goya. I found the work by German artist Albrecht Dürer (1471-1528) to be particularly fascinating, and I chose fourteen of his prints for the exhibition Saints and Monsters: Prints by Albrecht Dürer, which focuses on Dürer’s depiction of both the religious and the monstrous.

Dürer was a prolific artist working in the Northern Renaissance who revolutionized the field of printmaking through his original iconographic models, dynamic compositions, and skill in capturing details. Today he is widely hailed as one of the greatest printmakers of all time; however, since these prints are so tiny (those included in the exhibition measure only about 3 x 5 inches), it can be difficult to appreciate Dürer’s printmaking prowess in the galleries alone. To supplement your gallery experience, I thought I might share a few details from one of my favorite works in the exhibition, St. George on Foot.

Albrecht Dürer, St. George on Foot, c. 1502 - c. 1503, engraving, Dallas Museum of Art, bequest of Calvin J. Holmes

Albrecht Dürer, St. George on Foot, c. 1502-c. 1503, engraving, Dallas Museum of Art, bequest of Calvin J. Holmes

This engraving portrays St. George, a 3rd century military saint and martyr associated with his mythical slaying of a terrorizing dragon, the moment of which is depicted here. With a closer look, we can find some of the finer details that may otherwise be difficult to see in the gallery.

Albrecht Dürer, St. George on Foot (detail), c. 1502 - c. 1503, engraving, Dallas Museum of Art, bequest of Calvin J. Holmes

Albrecht Dürer, St. George on Foot (detail), c. 1502-c. 1503, engraving, Dallas Museum of Art, bequest of Calvin J. Holmes

Here we see St. George’s sensitively rendered expression as he looks off into the distance. Tendrils of hair escape his hairnet, evidence of the recent struggle between man and beast, while his beard and mustache are made of distinct curls. Framing St. George’s face is a spontaneously sketched halo, designating his holiness. Notice how Dürer was able to capture the volume and texture of the saint’s suit of armor through hatching and crosshatching, representing his remarkable ability to represent the metallic qualities of armor.

Albrecht Dürer, St. George on Foot (detail), c. 1502 - c. 1503, engraving, Dallas Museum of Art, bequest of Calvin J. Holmes

Albrecht Dürer, St. George on Foot (detail), c. 1502-c. 1503, engraving, Dallas Museum of Art, bequest of Calvin J. Holmes

The defeated dragon lies belly-up at St. George’s feet. This position makes the dragon appear especially grotesque with its open eyes, bared teeth, sharpened claws, pointed nose, and spiked wings. The monster’s neck and tail are marked with wounds created by St. George’s sword. During the 16th century, many Europeans believed dragons were real, so Dürer’s dragon both emphasizes St. George’s courage in fighting the beast while also instilling fear of the evil and unknown into viewers.

Albrecht Dürer, St. George on Foot (detail), c. 1502 - c. 1503, engraving, Dallas Museum of Art, bequest of Calvin J. Holmes

Albrecht Dürer, St. George on Foot (detail), c. 1502-c. 1503, engraving, Dallas Museum of Art, bequest of Calvin J. Holmes

Behind St. George, Dürer renders a village and harbor, which reminds us of the people George protected by slaying the dragon. The trees and buildings in a sinuous line appear as if they are floating on the water’s surface. The divide between land and water is ambiguous, and Dürer only implies land, shadow, water, and wave through simple hatch and crosshatch lines.

Albrecht Dürer, St. George on Foot (detail), c. 1502 - c. 1503, engraving, Dallas Museum of Art, bequest of Calvin J. Holmes

Albrecht Dürer, St. George on Foot (detail), c. 1502-c. 1503, engraving, Dallas Museum of Art, bequest of Calvin J. Holmes

Following his victory, St. George cast off his helmet, which holds an elaborate arrangement of lush feathers. The extravagant plumes contrast with the metallic gleam of the saint’s armor and the coarseness of the dragon’s flesh. In the lower left corner is Dürer’s distinctive signature of his initials, “A.D.”  With a careful eye, you can find Dürer signatures in each of the prints included in Saints and Monsters.

I hope that with this closer look you will better be able to appreciate Dürer’s virtuosity in the print medium and ability to utilize shadow, texture, and form to convey drama and emotion. Come see this work and more in Saints and Monsters: Prints by Albrecht Dürer, currently on view in the European Works on Paper Gallery, located on Level 2 and included in the Museum’s free general admission.

Laura Sevelis is the McDermott Curatorial Intern for European Art at the DMA.

Pulling At Our Heart Strings

When a Museum acquires a new work of art, it can be a very quick process or it can take months—or sometimes years! The latter was the case with The Harp Lesson, a monumental triple portrait by the French neoclassical painter Jean Antoine Théodore Giroust (1753–1817).

We first became aware of the painting’s availability in 2010, but the circumstances to purchase it were not quite right. When it came up for auction at Christie’s Old Masters sale in New York on January 28 of this year, we were ready to spring into action. So Olivier Meslay, the DMA’s Associate Director of Curatorial Affairs and Barbara Thomas Lemmon Curator of European Art, headed to New York, hoping that the weatherman’s forecast for twelve to eighteen inches of snow there would not thwart our chance to bid on the painting. The morning of the auction, several of us excitedly watched the sale live online from our offices in Dallas. The bidding went quite fast; it seemed to be over in the blink of an eye! Then, after the auctioneer said “sold!” with a thwack of his hammer, we had to endure several anxious minutes before we learned that the DMA was the high bidder.

This month, the monumental painting went on view in the European Galleries. Including the frame, it measures just shy of ten feet tall. While installing it was no minor undertaking, these pictures are proof that no challenge is too insurmountable for the DMA’s expert art preparators!

Completed in 1791, this large triple portrait depicts the fourteen-year-old Louise Marie Adelaïde Eugénie d’Orléans (1777–1847) and her governess, Stéphanie Félicité du Crest de Saint-Aubin, Comtesse de Genlis (1746–1830), each playing a large, beautiful harp. Leaning on the music stand before them is Mademoiselle Paméla (c. 1773–1831), who had been adopted by Madame de Genlis and raised as a companion to the d’Orléans children.

This remarkable life-size triple portrait is sure to create a sensation in our galleries just as it did when it debuted at the 1791 Salon in Paris.

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Martha MacLeod is the Curatorial Administrative Assistant in the European and American Art Department at the DMA.

We’re Turning Five

This Saturday, April 25, we are celebrating the 5th anniversary of the DMA Autism Awareness Family Celebration. The first program took place in April 2010, tied to Autism Awareness Month, with research beginning in the summer of 2009. A frequent DMA visitor with a son on the autism spectrum sparked my interest in creating an event in which families with children on the spectrum felt welcomed and comfortable at the DMA. I found there weren’t many museums that offered programming for this audience. After discussions with special education parent groups, I discovered that very few families had ever visited the DMA with their children on the spectrum due to the uncertainty of how their child might behave when here. It became apparent that the key element for hosting a program for this audience should include the following: an event that was private for families who had kids with autism, working with an autism specialist to plan activities to meet the specific needs of children on the spectrum, and providing resources to parents about the DMA.

For our pilot program in April 2010, I worked with an autism specialist to schedule the morning’s events, connected with a music therapist specializing in working with children with autism for a performance, and created a social story so that parents registered for the event could review and plan in advance with their child. The response for the first event was overwhelming! It was important to keep the attendance relatively low, so as not to overwhelm the children—and the waiting list grew to be just as long as the list of attendees. We received supportive affirmations from grateful parents both during and after the event.

Five years later, these events are still robust and constantly adjusting to accommodate community needs. When we piloted this program, the prevalence of autism was 1 in 110 children. Since 2009, the frequency of autism has increased to 1 in 88, and more recently 1 in 68. The DMA program has evolved over the years to include themes for each event, the creation of a quiet-sensory space with the help of the School of Occupational Therapy at Texas Women’s University, and tours for teens on the spectrum.

We have learned a great deal from visitors over the years at our Autism Awareness Family Celebrations, including how important the experience is for the siblings. Annie, age 11, told us that she “like[s] coming here because no one stares at my brother.” It’s feedback like this that helps us improve the program, and we love hearing the impact the event has on our participants:

Angie and her son during an Autism Awareness Family Celebration

“Our family has a 6-year-old nonverbal son with autism, and a 3-year-old son that is typically developing. We are an active family that loves to enjoy what DFW has to offer. We’ve been going to the DMA Autism Awareness Family Celebration events for the last few years, and we absolutely love them! Having been to many other family events and museums in the area, we have never found anything like what the DMA offers. It is exciting and refreshing that the Museum provides a safe and fun sensory-friendly event for kids on the spectrum, as well as for siblings. It is good for my youngest to see other families similar to ours. We struggle with finding activities that both of my boys can enjoy. From the interactive music program to art activities and sensory toys, the DMA has thought of everything. We love watching them play and interact together! Thank you!” —Angie G.

Rachel's son attending Hands-On Summer Art Camp for Children with Autism at the DMA

Rachel’s son attending Hands-On Art Summer Camp for Children with Autism at the DMA

“Our family is so thankful for the DMA’s outreach to the autism community. From the beginning, the DMA educators have provided programming very thoughtfully organized with the input of autism specialists and parents. Programs such as the Autism Awareness Days and their Summer Camp have opened up a new avenue for families with special needs children to explore and learn in the art museum. My son has attended the Hands-On Art Summer Camp for the past four years, and I’ve been so impressed with the camp preparation, the camp curriculum, and the trained educators and volunteers who have connected children with autism to the DMA’s art collection. My son feels very welcome at the DMA and always wants to return, which is such a blessing in light of the lack of educational public programming designed for children on the autism spectrum. The DMA has found their niche offering high-quality educational opportunities for special needs populations.” —Rachel S.

As we continue to learn more about the needs of children with autism, the definition of best practices in museums programming for this audience will continue to evolve. Society’s awareness of autism is fast-growing and, hopefully, more and more public institutions will begin to offer specialized experiences for kids on the spectrum and their families. It is important that nonprofits work together to share resources and help families with children on the spectrum feel comfortable visiting museums. Whether it is offering a summer camp just for children with autism (check out this year’s Hands-On Art Summer Camp at the DMA), creating a quiet corner in a museum gallery, or making a sensory-focused guide of your institution, we want all kids to have opportunities to learn, play, and have cultural experiences with their families.

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Learn more about all of the access programs the DMA offers at DMA.org.

 Amanda Blake is the Head of Family, Access, and School Experiences at the DMA.


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