Pre-visit Packet - Fall 2019 by San José Museum of Art

SAN JOSE MUSEUM OF ART Pre-Visit Materials â??Fall 2019

Pae White, Whistleblower, 2019 Ink, cable, electroplated steel Courtesy of the artist and 1301PE, Los Angeles

San Jose Museum of Art: www.SanJoseMuseumofArt.org

Table of Contents

Introduction

Learning Objectives

Field Trip Checklist

Timeline of the Day

Discussion: Get Your Students Ready

Vocabulary

Activity Sheet Directions

Pre-Visit Activity Sheet: What will you see?

Post Visit Activity Sheet: What did you see?

Almost Human: Digital Art from the Permanent Collection

Beta Space: Pae White

Speed City: From Civil Rights to Black Power

With Drawn Arms: Glen Kaino and Tommie Smith

Woody De Othello

Museum Guidelines and FAQs

Directions and Parking Information

Map of the Museum

Chaperone Contract

Museum Visit Survey

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Introduction Welcome to the San Jose Museum of Art, we are excited to share the Museum with you and your students. The information in this packet can be used before your group tour to acquaint you and your students with the exhibitions and after your visit to review your Museum experience. It is our hope that you will adapt information from this packet to your curricular needs and inform us of its value and effectiveness.

Pae White, foreverago (detail), 2017 Cotton, lurex, polyester, cashmere, silver, aluminum, and lead Courtesy of the artist and neugerriemschneider, Berlin 8 1/4 X 127 15/16 ft.

Looking at Art: Our Philosophy The San Jose Museum of Art’s (SJMA) gallery program helps children build their ability to make sense of modern and contemporary art and have a broader understanding of artists and the roles they play in our society. The Museum’s approach to teaching draws on museum and education-based research, which shows that students learn best in a museum context when they are encouraged to develop their own ideas, experience art through multiple senses, and actively participate in a group setting. Through our school programs, gallery teachers play the role of facilitator and support students in their quest to thoughtfully analyze artworks and interpret them for meaning. You can expect your students to “see” many artworks during their visit, but the constraints of a one-hour tour mean that they will “look” carefully at only a handful. While gallery teachers are trained on the content of each exhibition, inquiry-based discussion strategies, rather than a lecturing approach to touring, are at the heart of our teaching methodology. Gallery teaching staff is trained to help students look at the world from various perspectives, learn art vocabulary that can be used in other aspects of their education, build self-esteem, and discuss how art plays a critical role in their communities. Of this approach, teachers say it “engages the students” and that students enjoy being “asked to explain what they observe.” One teacher remarked, “I especially appreciated the differentiated questions and patience – this allows students to think before raising their hands.” It is our hope that through our gallery programs, students will grow creatively and strengthen their visual thinking capabilities while developing social communication and intellectual skills. sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Learning Objectives During their visit to the San Jose Museum of Art will explore the artworks and overarching concepts that are featured in the exhibitions. Programs and activities will support the California State Visual Arts Content Standards, encourage critical thinking, inquiry-based learning, and provide students with the opportunity to make connections between the skills they learn in school and the exhibitions at the Museum.

California State Content Standards: Visual Arts The classroom activities and the museum visit are designed to support the California State Content Standards in the Visual Arts as listed below. 1.0 Artistic Perception: Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. 2.0 Creative Expression: Students apply artistic processes and skills and use a variety of media to communicate meaning and intent in original works of art. 3.0 Historical and Cultural Context: Students analyze the role and development of the visual arts in past and present cultures throughout the world and note human diversity as it relates to the visual arts and artists. 4.0 Aesthetic Valuing: Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. 5.0 Connections, Relationships, and Applications: Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

Grade Level Suggestions Early Elementary students can discuss art vocabulary such as color, shape, pattern, line, and texture when looking at artwork. They can describe the familiar imagery used by artists and connect it to similar imagery they see in their own lives. Upper Elementary students can discuss art terms and ideas such as negative and positive space and complimentary colors. They can evaluate the content of the artworks and make interpretations through discussion, drawing, and writing. Middle School students can analyze how the elements of art and principles of design contribute to the composition of an artwork. They can discuss the form (how the artwork looks) and content (what a work of art communicates). They can examine an image and compare it to different representations of the same image. High School students can analyze and describe how the composition of a work of art is affected by specific elements of art and principles of design. They can articulate how cultural beliefs and social movements can influence the meaning or message in a work of art. They can compare and contrast the ways in which different media approach the same content. They can identify and understand trends in the visual arts and discuss how the issues of time, place, and cultural influence are represented in art.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Field Trip Checklist Name tag for each student This helps us identify our students.

Break Into Groups Be ready to divide your students into smaller groups upon arrival at the museum. During tours, students will be in smaller groups each led by a gallery teacher. Your lead gallery teacher will greet you at the museum and let you know precise numbers. For 2 Part Art programs, please divide your whole group into 2 equal groups as half the group will work on their art projects while the other half tour the galleries.

Parking Information and Directions to the Museum Buses may drop off and pick up students in front of the Museum on Market Street, right in front of the circle of palms.

Lunch Lunches may be stored at the Museumâ&#x20AC;&#x2122;s coat check during your program. Unfortunately, the Museum cannot offer a facility for groups to eat lunch inside the Museum or cafe. One option is the Plaza de Cesar Chaves across Market Street, however you are responsible for deciding on a location to eat lunch. Please note that time for lunch is not allotted during our school programs and should be planned for depending on your tour time. For 11:15am - 1:15pm tours we strongly recommend scheduling an early lunch and having students eat prior to your tour.

Activties or Assignments If your students have an art-related assignment to complete, they may bring it to the Museum. We ask that guided tour participants complete the assignments before or after the tour. For self-guided tours, feel free to ask for clipboards and pencils at the front desk if needed.

Payment If you have not paid for your tour, please do so upon arrival unless other arrangements have been made. Reference your confirmation email or invoice for your confirmation number.

Chaperone Contract Include final student count and school information.

Museum Visit Survey Thank you for participating in SJMA School Programs. We rely on continual evaluation to maintain the quality and relevance of our programs and appreciate your candid responses to the survey located on the last page of this packet. We will also have copies available at the museum.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Timeline of the Day

This timeline details what a typical tour will look like at SJMA. Expect some changes day of based on the specifics of your group. While this details a 9-11am tour, it can be applied to any of our tours by adjusting the start time.

For 2 Part Art Tours Arrive at the museum. The education program coordinator and a gallery teacher will be out to meet your group. Feel free to assemble in the open space in front of SJMA (the circle of palms) or on the ramp to the right of the entranceway. Be sure to leave room for other visitors to access the entryway of the museum.

8:45-9am

9 - 9:10am 9:10-10:55am

Decide which group will be touring first and which group making first. Then, split your group into even smaller tour groups as specified by your lead gallery teacher. The first art making group will also need to split into smaller groups, but not until after the art lesson. Students will enter the museum with their group. We will have bins set up next to the front desk for studentâ&#x20AC;&#x2122;s backpacks, jackets, etc. Gallery teachers will check chaperon backpacks, if any, in the coat check behind the front desk. If possible, please have students and chaperons leave backpacks and other items not essential to their museum visit at school or on the bus. Art Making and Touring Time Group will reassemble in the lobby. Students will grab the items they put in the bins and chaperons can return their coat check tokens to a gallery teacher behind the front desk.

10:55-11am

Goodbye! Head back out into the public space in front of the museum or onto the covered ramp to assemble your students or regroup prior to heading back to school. Please keep in mind that the museum will be open to guests other than your group, and keep your volume low in the lobby.

For Guided Tours 8:45-9am

Arrive at the museum. The education program coordinator and a gallery teacher will be out to meet your group. Feel free to assemble in the open space in front of SJMA (the circle of palms) or on the ramp to the right of the entranceway. Be sure to leave room for other visitors to access the entryway of the museum. Split your group into even small tour groups as specified by your lead gallery teacher

9am-9:10 am

Students will enter the museum with their group. We will have bins set up next to the front desk for studentâ&#x20AC;&#x2122;s backpacks, jackets, etc. Gallery teachers will check chaperon backpacks, if any, in the coat check behind the front desk. If possible, please have students and chaperons leave backpacks and other items not essential to their museum visit at school or on the bus.

9:10-9:55 am

Touring in the galleries. Group will reassemble in the lobby. Students will grab the items they put in the bins and chaperons can return their coat check tokens to a gallery teacher behind the front desk.

9:55-10am

If you have any questions, or concerns, please contact the education coordinator at education@sjmusart.org.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Discussion: Get Your Students Ready Your museum visit will be much more enjoyable for you and your students if you prepare them with hints about what they will encounter on their field trip. At least one week prior to your visit, set aside 30 to 45 minutes for this discussion. You can find digital access to artworks from SJMA’s permanent collection online. It is best to spend around 15 minutes on each work of art.

LOOKING AT ART WITH YOUR STUDENTS

Let your students know that you will set the next “x” minutes aside to share ideas about the work of art selected. They should listen carefully to and respect the ideas of their peers. Visual Thinking Strategy: In the spirit of true inquiry, questions should be open-ended and you, the facilitator, should have no preconceived ideas of where the discussion may go. It’s best to be open to the group’s interests. After observations or comments are made, you should paraphrase all comments back to the group. Paraphrasing is an integral part of the conversation as it allows all participants to hear what their peers have said and also validates each student’s own ideas. It’s important to be kind to all responses. The following are the three core questions used in the Visual Thinking Strategy – one inquiry-based teaching strategy used at the Museum. What’s going on in this artwork? (start with this question) What do you see that makes you say that? (use this after an inference has been made about the artwork. This question asks them to provide evidence to support their idea) • What more can we find? Object-Oriented questions: You may also find the following questions, which focus on the formal art elements, work well. • When you look at this artwork, where does your eye go first? Why? • Where does your eye go next? What did the artist do to take you from here to there? • What materials did the artist use to make this? • What shapes/lines/colors/patterns do you see? • What do you think the artist is trying to tell us through this artwork? • Do you think he/ she is successful? Why or why not? • •

This is a small selection of questions and methods for discussing art. During this discussion, consider adding your own open-ended questions, particularly those that have no definitive answer. This will allow students creatively think about their responses without concern over incorrect answer.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Vocabulary: Words and Concepts to Know Abstract Art Art that does not attempt to represent external reality, but seeks to achieve its effect using shapes, forms, colors, and textures Composition The placement or arrangement of visual elements, such as lines and shapes, in a work of art, that guides the eye and support the main subject or intended meaning. Digital Art An artistic work or practice that uses digital technology as part of the creative or presentation process Illustration Drawn works of art, either on paper or digitally created. Illustration often forms the basis of animation other digital works. Installation Art A type of artwork that is generally large, and constructed in the space out of multiple and differing materials. These works of art are sometimes designed for a specific place or to be shown in a place for a short amount of time. Mixed Media Art Artwork composed of multiple and differing materials such as paint, plastics, fabrics, wood, pen, photographic images etc. Narrative The representation of an event or story in artwork

Repetition Something that happens, or is seen that has already occurred. In art, repetition can be found in artworks where a shape, color, object, idea or sound can be found multiple times in the same work of art. Sculpture A 3 dimensional (3D) work of art that is made by carving, constructing, casting or modeling Symbolism Something that represents an idea, belief, action, or entity

Technology Tools created for practical purposes out of scientific knowledge and discovery. Today, our technology looks like computers and digital equipment. This can be used to create works of art. Video Art Art work that is created using videos (moving images, and sound) to convey an idea or viewpoint.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Activity Sheet Directions Vocabulary: Hypothesize - To form an idea or assumption based on the interpretation of observations. Materials: Pre-Visit and Post-Visit Activity Sheets, pencils, colored pencils, markers, or crayons Before Your Visit: • Share exhibition information from this packet with your class, and discuss what type of things you might find in an art Museum. • Talk about why Museums collect art and ask if they have been to SJMA or any other art museum. • Pass out copies of the What will you see? Pre-Visit Activity Sheet. • Have your students close their eyes and take an imaginary trip to the Museum. If they have visited SJMA before, ask them to try to remember what the artwork looked like. If they haven’t visited, ask them imagine what they think they will see or, think about what they saw at another museum. • Next, have your students write a few descriptive words about what they image or hypothesize the artwork looks like, and then have them draw and color the imagined. • Finally, have students share their drawings and discuss why they chose to depict that particular piece. After Your Visit: • Use the What did you see? Post-Visit Activity Sheet to have your students reflect on their experience at SJMA. • Have students write a short sentence about an artwork that they remember seeing at the museum. • Next, students will create their own representation of their favorite work at SJMA. • Finally, have students share their drawings, and why the work that they depicted stayed in their mind. Share: We would love to see what your students come up with in this activity. Please share completed activity sheets on social media using #SJMA2PA, through email (education@sjmusart.org), or in the mail (SJMA School Programs, 110 South Market Street, San Jose, CA 95113).

CAC Grant Recipients: Please bring your students’ completed Pre-Visit activities. The activity can be completed on any paper (although you are welcome to use the work sheet provided). The Lead Gallery Teacher will exchange them for a class set of Post-Visit Activity sheets, along with a pre-stamped and self-addressed envelope during your visit. Returning this work to us allows us to continue to receive funding from the California Arts Council and therefore continue to provide guided visits and art making course free of charge to Title 1 schools.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

What will you see?

Pre-Visit Activity Sheet

What will you see when you visit the San Jose Museum of Art? Close your eyes. Take a moment to get a mental image of yourself standing in front of an artwork at the museum. Imagine what that artwork looks like. Is it colorful, or drab? Is it a photograph, painting, drawing, video, or sculpture? Write a brief description of what your imagined artwork looks like.

Now draw your imagined artwork in the box below:

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

What did you see?

Post-Visit Activity Sheet

What did you see when you visited the San Jose Museum of Art? Now that you have visited SJMA, think about the artwork that you saw at the museum. Is there one that you liked best? Why? Think about what that artwork looked like and complete the activities below. Write a brief description of your favorite piece of art from your visit to The San Jose Museum of Art.

Now draw your favorite artwork in the box below:

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Almost Human: Digital Art from the Permanent Collection Sunday, September 22, 2019 to Sunday, August 9, 2020

Petra Cortright, 6_v211132013, 2015 Digital video Variable Size Gift of Private Collection, 2017.15.02

The technologies developed in Silicon Valley have intrigued and inspired artistic experimentation for more than three decades and pave a way toward the future. Almost Human: Digital Art from the Permanent Collection highlights artists who use digital and emergent technologies from custom computer electronics and early robotics to virtual reality and artificial intelligence. Artists in the exhibition include Andrea Ackerman, Jim Campbell, Ian Cheng, Petra Cortright, Mark Hansen and Ben Rubin, Zara Houshmand and Tamiko Thiel, Tony Oursler, Alan Rath, Jacolby Satterwhite, Jennifer Steinkamp, Diana Thater, and Bill Viola.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Beta Space: Pae White Thursday, July 18, 2019 to Sunday, January 19, 2020

Pae White, AGAMEMNOMICS, 2013 (detail) Toy pieces: Glass, wood, clay, porcelain, plastic, acrylic, rubber, ink, and paint Display case: Steel, glass, acrylic glass, and wood Collection of Pae White In collaboration with Jemima Brown, London; David Carlson, Los Angeles; Cerámica Suro, Tlaquepaque, Mexico; Bernardo Chavez, Guadalajara, Mexico; Jeaka Chen, Guangzhou, China; Liz Craft, Venice, California; Aida and Saulius Dirse, Vilnius, Lithuania; EiABC protoLAB, Addis Ababa, Ethiopia; Erzgebirge, Berlin; Léo Kosm, Addis Ababa, Ethiopia; David McDonald, Pasadena, California; Pentti Monkkonen, Venice, California; Rebecca Neiderlander, Eagle Rock, Los Angeles; Robert Tolone, Long Beach, California.

The work of internationally renowned artist Pae White transcends nearly all traditional boundaries—between art and design, craft and fine art, architecture and installation, theory and practice. Her probing curiosity with the world manifests in her transformation of ordinary objects and phenomena—chandeliers, clocks, popcorn, tapestries, birdsongs, fog, smoke—into exhilarating experiences that defy logic yet remain oddly familiar. Always kinaesthetic—as much a bodily as visual experience that plays with the senses—her work is as alluring as it is ambiguous, suggesting that things may not be as they may seem. The handmade nature of her work, combined with sophisticated technologies and inventive processes, allow for a high degree of improvisation. In celebration of SJMA’s 50th anniversary, White presents a compendium of new works and recent installations for the sixth iteration of the Museum’s exhibition series “Beta Space.” White’s peripatetic practice across various media and disciplines captures the spirit of this series: her work brims with artistic risk taking and experimentation, reflecting the wildly creative and innovative ethos of Silicon Valley.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Speed City: From Civil Rights to Black Power Friday, November 1, 2019 to Sunday, April 5, 2020

Jeff Krott, John Carols and Tommie Smith â&#x20AC;&#x201C; Speed City, 1968 L2006-14-41

This archival exhibition, originally curated by Urla Hill in 2007, examines the broader history of athletics at San JosĂŠ State beyond Tommie Smith and within the historical framework of the civil rights movement in the 1960s. Featuring memorabilia, ephemera, photographs, and archival documents, Speed City: From Civil Rights to Black Power reveals the unique cross-section of sports and activism fostered at SJSU from the late 1940s through 1969.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

With Drawn Arms: Glenn Kaino and Tommie Smith Friday, November 1, 2019 to Sunday, April 5, 2020

Glenn Kaino, Bridge (detail), 2013 Fiberglass, steel, wire, and gold paint

In 1968, at the Summer Olympic Games in Mexico City, San José State University runner Tommie Smith raised a gloved fist during the medal ceremony to protest human rights abuses around the world, and to bring international attention to the struggle for civil rights in the United States. This act of protest, which still reverberates today, is explored in a series of collaborations between Smith and Los Angeles–based conceptual artist Glenn Kaino. The exhibition includes monumental sculpture, print-based projects, and memorabilia from Smith’s personal collection that reflect his time as an athlete and civil rights activist.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Woody De Othello Friday, November 1, 2019 to Sunday, April 5, 2020 Oakland-based artist Woody De Othello creates anthropomorphized household objects in ceramic. Belying their cheery and colorful veneers is a darkly comedic sense of exhaustion. Born in Miami to a family of Haitian descent, Othello is interested in the nature of many African objects, which offer both ritual and utilitarian functions and possess a spirit of their own. His sculptures express a tension between the animate and inanimate and draw humor from a place of pain. For his project at the SJMA—the artist’s first solo museum presentation—Othello is creating a new body of work based around his Defeated, depleted (2018), a sculpture recently acquired by San José Museum of Art.

Wood De Othello Defeated and depleted, 2018 Ceramic, underglaze, and glaze 38 X 22 inches Gift of Tad Freese and the Lipman Family Foundation, 2018.13 Image Courtesy of the artist and Jessica Silverman Gallery sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Museum Rules and FAQs MUSEUM RULES HANDS TO YOURSELF WALK INSIDE VOICES

Please keep your hands and feet to yourself. This includes the art works in the entirety of the museum as well as the walls, pedestals and glass cases in which art is being displayed. Our hands have oils in them that can damage the artwork, and finger, hand and foot prints can disrupt the viewing of the art. Walk in the museum. Moving to quickly in the museum can leaves room for accidently damaging the artwork. While at the museum, all visitors will walk, and remain with their group. Please use your inside voice in the museum.

PHOTOGRAPHY

Non-Flash photography for personal use only is permitted in some galleries. Please talk to one of our Gallery Teachers or Museum Experience Representatives if you’d like to take a photograph.

NO BACKPACKS

All backpacks will need to be check behind the front desk (for chaperons) or placed into the bins provided at the front desk.

NO FOOD OR DRINK We do not allow food or drink in the galleries as they can easily spill and damage the art. STAY WITH YOUR GROUP

While participating in our school programs, all students, chaperons and teachers must remain with their group at all times.

NOTE TAKING

Use only pencils for writing or sketching. Use clipboards, not pedestals or walls for support. If you would like clipboards for your group please notify the Education Department at (408) 291-5393 of the amount you will need.

MUSEUM STORE

Students can enter the Museum Store five at one time, on a rotating basis, and must be with a chaperone. Please leave enough time after your visit before you need to get back to campus if you would like to visit the store.

RULE COMPLIANCE

Groups that do not respect SJMA’s rules will be asked to leave the museum and may be prohibited from booking further tours.

Frequently Asked Questions: ARRIVAL

LATE ARRIVAL RESCHEDULING COAT CHECK

LUNCH

Please arrive 15 minutes before the scheduled start of program (allow time for traffic and parking). Please note that a member of staff will greet your group 15 minutes prior to the start of your tour. We ask that groups wait patiently if they arrive more than 15 minutes before their start time. Buses may drop students off in front of the Museum on Market Street where the circle of palms is located. If your group is running late, please notify SJMA. Please note that group tours will finish at the scheduled time and cannot be extended. For 2 Part Art, groups that are more than 30 minutes late will be unable to do the art making activity. If there are any changes, please contact the Education Department as soon as possible at (408) 291-5393. If possible, please leave backpacks, water bottles, etc. at school or in the bus. Otherwise, museum staff will check them behind the front desk. Bins will be provided for student backpacks, jackets etc. If you are purchasing lunch, local eateries located within a short walking distance are: Johnny Rockets, SOPO, Specialties and Subway. We regret that the Museum does not have lunch facilities for school groups. If you bring lunches, they can be stored during your program at the coat-check area. Lunch can be eaten at Caesar Chavez Park just across the street or in the Plaza next to the Museum. Lunch is not a scheduled part of our school program. Please make sure that your group eats at an appropriate time for the students either before or after your tour. For tours scheduled in our 11:15-1:15 time, we strongly recommend having students eat prior to the start of their tour. The Museum requires at least one adult chaperone per every ten students.

CHAPERONES

Enclosed is a Chaperone Contract to ensure understanding of chaperone’s active role and participation during the Museum visit. Please present this to the Museum staff before your tour. Chaperones must remain with group during the entire Museum visit and accept responsibility for monitoring the group’s behavior. Chaperone and teacher admission is FREE as part of the group tour fee.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

Directions and Parking Information The Museumâ&#x20AC;&#x2122;s Address is: 110 South Market Street, San Jose, CA 95113 Parking Parking is available at open pay lots on San Fernando between Market Street and First Street, First and Second Streets, and Second and Third Streets. Visit parksj.org for detailed information. Free parking is available weekends and evenings at some locations. The museumâ&#x20AC;&#x2122;s cafe will validate up to 40 minutes with a minimum purchase of $5. Public Transportation Directions For directions for VTA Bus and Light Rail, visit www.vta.org for route and schedule information or call Santa Clara Valley Transportation Authority at (408) 321-2300.

sd San Jose Museum of Art: www.SanJoseMuseumofArt.org

San Jose Museum of Art: www.SanJoseMuseumofArt.org

17 20

# of Chaperones:

Date:

Chaperone Name: Chaperone Signature: Chaperone Name: Chaperone Signature: Chaperone Name: Chaperone Signature: Chaperone Name: Chaperone Signature:

**Please submit signed contract on scheduled tour day. Thank You !

Date:

Chaperone Name: Chaperone Signature:

I understand my role as Chaperone and I am here to help! In return I am entitled to an engaging, positive Museum experience.

As a Chaperone I will: 1. Stay attentive to my group’s activity throughout their visit. 2. Refrain from talking with other chaperones in the galleries, in a manner that may distract my group. 3. Keep students’ eyes on, and hands off, the artwork. 4. Address any disciplinary issues that may arise. 5. Avoid using my cell phone for personal purposes during the visit. 6. Stay with my group at all times, until the tour is over and the students have left the Museum. 7. Allow no more than 5 students at a time in the Museum Store.

Dear Chaperones, Teachers and Chaperones have an enormous role in making your visit to the San Jose Museum of Art the best it can be. We count on you, the adults accompanying student groups, to be proactively responsible for student conduct during your visit. The Museum requires at least one adult chaperone per (10) students at all times. Bring this sheet with you on your visit and submit to a staff member so they know you are aware of your role as Chaperone.

Name of School: Teacher: # of Students:

San Jose Museum of Art Museum Visit Program

Please tell us what you think. Thank you for your participation in the SJMA Museum Visit Program. We rely on continual evaluation to maintain the quality and relevance of our program. Please return the completed form today or by mail: San Jose Museum of Art, School Programs, 110 South Market Street, San Jose, CA 95113. Fax: 408-288-6588 ⃝ CAC Title One Grant Recipient ⃝ Xilinx Grant Recipient Name__________________________________________________________ School/Organization______________________________ Student Grade Level___________________ Date of Visit________________ Type of School Tour ⃝ Two-Part Art ⃝ Guided Tour Email________________________________ Gallery Teacher/s______________________ Scheduling Process

Excellent

Good

Okay

Poor

⃝

Age appropriateness of the Gallery visit

⃝

Pre-visit Materials

Age appropriateness of the Art Activity (if applicable)

Students’ level of engagement

⃝

Overall Quality of Program

Your comments (if you rated any of the above less than “excellent,” we’re especially interested in your thoughts…)

More comments? Continue on the back… Did your students do anything today that surprised you? Do you plan to visit us again? YES ⃝ NO ⃝ If no, please explain. How do you know about SJMA Education Programs?

⃝ Newsletter ⃝ Previous Visit ⃝ Website ⃝ Teacher Workshop Please share why you chose SJMA as a field trip destination.

⃝ Other______________

San Jose Museum of Art: www.SanJoseMuseumofArt.org