Sep 9, 2014_PLACE_Reading Response

As we discussed in last week’s class, it is important to decenter the meaning of “normal,” which is encoded with values and concepts of power, in order to examine how representation affect what society regard as cultural norms. This week’s reading takes off from this idea and argues that perceptions of “others” based on the notion of cultural norm affect the behaviors and communication towards people with difficult-abilities. Thus, I agree with Kraft and Keifer-Boyd’s (2013) claim that we need to first acknowledge that disability is a “social process” and identify the social barriers that hinders these people to gain full access to engagement.

The reading for this week made me ponder upon the word “access.” It is crucial to devise access to assist groups that are unable to visit the museum due to their lack of mobility and create an exhibition setting that caters to the diverse audience. What is equally important, however, is to facilitate access to the ways of communication made in the museum. In this light, I find that the Find Cards project practiced at Maude Kerns Art Center exemplifies the process of connecting narratives in relation to artworks in the museum that can assist this active conversation in taking place among the audience. To perform such projects, I believe that it is essential that the facilitator encourage the participants to believe every artwork has the power to be experienced in different ways in accordance with their desires. Every moment turns into a unique experience when they are having a dialog with an artwork and establishing their own relationship with the artwork, which also extends to a collective level when the participants connect their own interpretation to each other’s. The positive effects that are stimulated by engaging with art in a group setting increase meaningful social interaction.

           Another point that I would like to add is the importance to form a genuine partnership with the collaborating party. From a museum education standpoint, this can be strengthened by an interdisciplinary approach towards developing the curriculum of programs at the museum by seeking advice and support from partnerships. Museums should first devise procedures for effective cross-organizational collaboration and strategies to receive and provide support from community-based art organizations and school professionals. While the community-based art organizers and special educators can offer practical support in professional training sessions so that museum staff can get a better understanding of the target audience, the museum can arrange sessions that enable their partners to explore and use the museum resource and investigate ideas and activities to use with their participants during a museum visit. 

• Kraft, M. & Keifer-Boyd, K. (2013). Including difference. Reston, VA: NAEA. (Chapter 6).