In 2014 MoMA added Google Cardboard to its design collection. Earlier this year the Department of Film organized Slithering Screens, which highlighted notable projects such as James George’s and Jonathan Minard’s documentary Clouds and Lynette Walworth’s virtual-reality film Collisions (2016). But aside from these forays into virtual reality, not much else has been organized at the Museum (or most other art museums) around the burgeoning technology.
Posts in ‘Events & Programs’
As part of the July 6 Agora series, I had the privilege of hosting a conversation with attendees addressing the question: How Will Art Solve Problems?
How Will Art Survive Us? I had the pleasure of presenting on this beautifully provocative topic at MoMA’s Agora program this past July. I discussed two works, one ongoing pedagogical project, School of Apocalypse at Pioneer Works, and one sculpture, Eroding Plazas and Accumulating Resistance, made with the Occupy Museums collective. Facing social and ecological changes that may threaten the very survival of our species, our times require large-scale collective adaptation. The arts, and arts institutions, are crucial here. They hold space for new stories and act as arenas for the rehearsal of new structures and modes of engagement that will be the most effective tools for surviving what we have become.
“A mere glimpse restores my sagging soul,” wrote Lillian Gerard, Special Projects Coordinator at MoMA, of The Abby Aldrich Rockefeller Sculpture Garden in a letter to Richard Shepard at The New York Times in 1975. She went on to describe it as “as a meeting place for young lovers, senior citizens, jumping children, foreign travelers, and out-of-towners” and in particular singled out “…its evenings with performers as ardent and free as the trees and the sculpture that thrive in this oasis of fountains and pools, with the sky above and cement below.”
On a Thursday afternoon earlier this summer, apprentice educator Tali Petschek and I rushed around the Education Center, heading up to the seventh floor to ferry down supplies to our classroom on the mezzanine level. It was the culminating session of Open Art Space, a new MoMA Teens drop-in program for LGBTQ high school students. For our 15th and final session of the season, we decided, in collaboration with some of our most devoted participants, to do an LGBTQ prom-themed photo shoot. Teens wanted at least a taste of a prom they couldn’t have in their own schools, where they could bring whomever they wanted, dress however they wanted, and explore whatever gender roles felt right to them at that moment.
For the past five weeks, we have organized a series of weekly monotype printmaking workshops, Degas in Process: Make a Monotype, in conjunction with the exhibition Edgar Degas: A Strange New Beauty, on view on MoMA’s sixth floor through July 24. Taking Degas’s innovative use of the monotype as a starting point, these workshops are led by teaching artists—Justin Sanz, Sophy Naess, Neil Berger, Kerry Downey, and Bruce Waldman—each of whom brings a unique creative approach to their session and offers a glimpse into the sustained relevance of the monotype technique in contemporary artistic practice.
Our teen programming is set up in a multi-tiered way: Open Art Space is a free drop-in program for LGBTQ-identified teens and their allies, with no application required, that people can visit as little or as much as they want. Our In the Making programs offer free studio art courses, introductory experiences that involve a structured amount of weekly on-site classes and culminate with a teen art show of participants’ work.
I’m an educator here at MoMA, and I am 30 years old. When I teach in MoMA’s galleries I am mostly talking with people who are twice, sometimes three times my age. It’s not something I anticipated when I was an art history student 10 years ago, but it is one of the more informative and enlightening aspects of my job: discussing art with people who have far different—and far more—life experiences than I do.
We first worked with Mary Mattingly in the summer of 2013, when she collaborated with us as one of the teaching artists for the Museum’s first ever 3-D printing course for teens, a program that was set up through our involvement with <a href="http://eyebeam.org/" target=_blank>Eyebeam</a>. When she approached us last fall with an idea for a new teen course, I was immediately intrigued
If you’ve read some of my other blog posts, you’ll know that MoMA has been experimenting with “pop-ups”—drop-in learning and art-making spaces—in closer proximity to the galleries for the past couple of years. These impromptu spaces are something that the Department of Education has long advocated for because offering hands-on activities helps visitors make connections to the art on view.
If you are interested in reproducing images from The Museum of Modern Art web site, please visit the Image Permissions page (www.moma.org/permissions). For additional information about using content from MoMA.org, please visit About this Site (www.moma.org/site).
© Copyright 2016 The Museum of Modern Art