While we prepare for the upcoming exhibition James Turrell, opening on June 21, all ramps of the rotunda are closed.
Thinking Like an Artist: Creativity and Problem Solving in the Classroom
04, 8:30 am
What does it mean to think like an artist? What can educators learn from the work of artists? Join art and museum educators, administrators, and policy makers from across the country in a two-day forum to discuss the role of creativity in the art classroom and in the field of education as a whole. Through artist talks, panel presentations, hands-on art making, and group discussion, participants consider the characteristics of creativity across disciplines and identify best practices for fostering creativity in the classroom.
The conference features Lois Hetland and Ellen Winner, research associates at Project Zero, Harvard Graduate School of Education; contemporary artists Janine Antoni and Michael Joo; Ellen Lupton, curator of contemporary design at Cooper Hewitt National Design Museum; Jerry Saltz, senior art critic for New York Magazine, and other renowned practitioners and researchers in the fields of art, education, and creativity. The conference also highlights the findings of The Art of Problem Solving, a four-year research program recently completed by the Guggenheim Museum. This initiative sought to identify skills associated with problem solving and determine how art educators can encourage the development of these skills in their students.
Thursday, June 3, 9 am–5:30 pm
Friday, June 4, 2010, 9 am–1 pm
Solomon R. Guggenheim Museum, New York
Download the complete schedule
Please note: Registration is now closed, however the museum will make all conference proceedings available online in the coming months. If you would like to be notified when this material becomes available, please e-mail email@example.com to be added to the mailing list.
This conference and the research presented have been developed under a grant from United States Department Education. The research and presentations do not necessarily represent the policies of the United States Department of Education and should not be taken as an endorsement from the federal government.