Foreword

In fall 2015 Ronna Tulgan Ostheimer, the Clark’s director of education, proposed hosting a series of a colloquia, titled What We May Be, to explore the changing nature of the museum education profession with colleagues in the field. It seemed a fitting gathering given the dual mission of the Clark. At the intersection of exploratory research and thoughtful museum practice, these two areas of interest demonstrate our institution’s determination to advance an understanding of art by engaging people with our permanent collections and rotating exhibitions, as well as through scholarly investigations in art history and visual studies. The goal of the What We May Be series is to delve deeply and critically into emerging directions and issues in museum education, particularly those that challenge traditional practices and compel the profession to develop a new sense of identity.

This first colloquium’s focus on how art museums across the country are extending themselves beyond the confines of historically typical audiences to engage with specific constituencies was a prescient topic. Here in the Berkshires, as in the major cities represented in this publication, we are concerned with the ethic of inclusion and diversity, and fostering relevant experiences with art for all people. We hope the examples of targeted outreach efforts that these educators model will inspire readers to think broadly about what it means to involve special groups with local cultural institutions, particularly those that may have felt excluded in the past. Furthermore, the colloquium went beyond a showcase of specialized programs to probe the implications of targeted outreach and ask: How does this type of focused approach influence best practices with different audiences, the role of educators within museums, and even the role of a museum within its community?

The Clark sees itself as a greenhouse of ideas. As with the rest of the institution’s departments, the education department seeks to innovate in its pursuit of a community of respect and support. In this spirit, the Clark hopes to see the What We May Be colloquium and publication series generate a rich future of collaboration as it continues to spotlight educators challenging and energizing museums from the inside out.

The essays in this volume reflect systems of support within the authors’ respective institutions, as the educators shape not only the programs they are responsible for but the larger presence of museums in their communities. In addition to thanking Ronna for all of her efforts as the leader of the Clark’s education initiatives, I would also like to acknowledge the commitment to excellence demonstrated by Clark educators Amanda Bell Goldmakher, Hanna Leatherman, and Chelsea Neveu; the dedicated docents who serve the Clark and its communities; and our colleagues from around the country who contributed to this project.

Olivier Meslay Hardymon Director, Clark Art Institute