This case study shows how the Milwaukee Art Museum’s after-school teen program fosters student engagement through a hybrid practice grounded in constructivist pedagogy. This article presents the museum’s Satellite High School Program in theory and in practice, including its evaluation methods and its impact on students and the museum. In the spirit of the program itself, which celebrates student voices, participants’ own videos, quotes, and experiences will frame my reflections from an educator’s point of view.
Author Biography
Chelsea Emelie Kelly is an art museum educator specializing in gallery teaching and museum technology. She is currently Youth Corps Coordinator at the Park Avenue Armory. Previously, she was the Milwaukee Art Museum’s first Manager of Digital Learning, overseeing educational technology and teen programs. Her research interests focus on exploring intersections between objects, art history, and viewers’ lived experiences in order to articulate the relevance of cultural institutions and museums in the 21st century. Chelsea holds a MS.Ed. in leadership in museum education from the Bank Street College Graduate School of Education and a B.A. in art history from Vassar College.
Recommended Citation
Kelly, C. E.
(2015).
Reflection & Technology in Theory & Practice: Teen Engagement in Art Museums.
Occasional Paper Series,
(34).
DOI: https://doi.org/10.58295/2375-3668.1007