Thirteenth International Conference on The Inclusive Museum

Abstract

This paper presents findings from an on-going investigation on family art viewing patterns using ethnographic and photo-elicitation approaches, and the process of designing and testing family learning resources based on visitor generated data to promote purposeful conversation and interaction amongst family members at art museums. The results suggest that family visitors, especially those with two or more children per adult, do not necessarily interact as a singular unit and children can be left to explore independently without significant adult support. Furthermore, while adults, on the whole, are adept at guiding the children’s gaze (‘look at that’), they seem less confident or demonstrate the know-how to converse purposefully with children about the exhibits. Contemporary scholarship highlights such issues as concerns unique to art museums, including lack of knowledge about art or historical context, that can hinder participation. Whilst materials are plentiful in academic, professional and vernacular platforms to help mitigate such challenges, resources at art museums to support both children and adults on a self-guided visit appear limited and largely embedded in wall-text, fill-in activity sheets and interactive displays. This paper, grounded in museum learning and interaction design theories, outlines the process of developing learning resources for both children and adults to use together to nurture their confidence in conversing and experiencing art.