Rethinking Docent Training at the Montreal Museum of Fine Arts: A Pilot Project

Richard Lachapelle, Emily Keenlyside, Manon Douesnard

Abstract


Abstract: In 2014-2015, the Montreal Museum of Fine Arts (MMFA) and Concordia University's School of Extended Learning conducted a joint pilot project with the objective of determining the effectiveness of a new approach for training volunteer museum guides based on a dialogic method. In this paper, we address: (i) the conceptualization of alternative training based on dialogic concepts; (ii) the development of a new course outline; (iii) the trial period during which volunteers took part in test training; (iv) and, finally, aspects of what we learned during this undertaking. This pilot project is important because it will influence future docent training at the MMFA and possibly elsewhere.

KEYWORDS:  Museum education; docent training; dialogic teaching; video elicitation; participant-centered exchanges

Résumé: Le Musée des beaux-arts de Montréal (MBAM) et l’École d’apprentissage prolongé de l’Université Concordia ont mené en 2014-2015 un projet pilote concerté afin de déterminer l’efficacité d’une nouvelle approche de formation des guides bénévoles au musée, approche fondée sur une méthode dialogique. L’article couvre les points suivants : (i) la conceptualisation d’une nouvelle formation fondée sur les concepts dialogiques ; (ii) la mise au point d’un nouveau schéma de cours ; (iii) la période d’essai pendant laquelle les bénévoles ont suivi la nouvelle formation à l’étude ; et finalement (iv)  les différents aspects de ce que nous avons appris au cours de cette démarche. Ce projet pilote est important car il influencera la formation future des guides-interprètes du MBAM et peut-être même ailleurs.

MOTS CLES: Éducation muséale; formation guide bénévole; enseignment dialogique; incitation par video; les échanges participant


Full Text:

PDF

References


Burnham, R., & Kai-Kee, E. (2011). Teaching in the Art Museum: Interpretation as Experience. Los Angeles, CA: The J. Paul Getty Museum.

Delamatre, J. (2015). Questioning the questioning of questions. Retrieved from http://artmuseumteaching.com/2015/01/23/questioning-the-questioning-of-questions/.

Elbers, E., & De Haan, M. (2004). Dialogic learning in the multi-ethnic classroom: Cultural resources and modes of collaboration. In J. van den Linden & P. Renshaw (Eds.), Dialogic Learning (pp. 17-43). Netherlands: Springer.

Flecha, R. (2000). Sharing Words: Theory and Practice of Dialogic Learning. New York: Rowman & Littlefield Publisher Inc.

Flecha, R., & Soler, M. (2013). Turning difficulties into possibilities: Engaging Roma families and students in schools through dialogic learning. Cambridge Journal of Education, 43(4), 451-465.

Frijters, S., Dam, G. T., & Rijlaarsdam, G. (2008). Effects of dialogic learning on value-laden critical learning. Learning and Instruction, 18(1), 66-82.

Grant, B. (September 28, 2015). Personal communication.

Isaacs, W. N. (1999). Dialogic leadership. The Systems Thinker, 10(1) 1-5.

Lachapelle, R. (in press). The dialogic approach in docent training. Proceedings of the International Society for Education through Art (InSEA) 2014 World Congress held in Melbourne, Australia, July 2014.

Plaza, S. R. (2010). Egalitarian dialogue and instrumental dimension: Two principles of dialogic learning in the classroom. Psychology, Society and Education, 2(1), 61-70.

Renshaw, P. D. (2004). Dialogic learning, teaching and Instruction: Theoretical roots and analytical frameworks. In J. van den Linden & P. Renshaw (Eds.), Dialogic Learning (pp. 1-15). Netherlands: Springer.

Wegerif, R. (2006). Dialogic education: What it is and why do we need it? Education Review 19(2), 58-66.




DOI: http://dx.doi.org/10.26443/crae.v43i1.24

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique

Crossref logo