This comprehensive volume highlights and centres untold histories of education at MoMA from 1937-2020, using the critical voices of artists, scholars, designers, and educators. Exploring these histories as transformative and paradigm-shifting in museum education, it elevates MoMA educators as vocal advocates for harnessing the educational power that museums inherently possess.
Divided into three interlinked parts, the first sheds light on the early educational endeavors of the museum while analyzing the context of art education in the United States. The second part focuses on the tenures of Victor D’Amico and Betty Blayton, utilizing the MoMA archives as a primary resource. The third part presents the perspectives of William Burback, Philip Yenawine, Patterson Sims, Deborah F. Schwartz and Wendy Woon as former MoMA Directors of Education in their own words and considers the forces that shaped their work. This timely and unique exploration ultimately aims to trace and understand the fundamental and evolving concerns of a seemingly underexamined profession constantly striving to maintain relevance in an environment marked by institutional, social, and political uncertainty. Exploring the radical acts undertaken to keep the museum true to its original promise, it delineates the paradox whereby education is both central and invisible to the identity of MoMA and museums more broadly and re-centres the conception of the museum as an educational institution.
It is designed for scholars, researchers, and post-graduate students interested in arts education, visual literacy, museum studies, and communication studies.
This comprehensive volume highlights and centres untold histories of education at MoMA from 1937-2020, using the critical voices of artists, scholars, designers, and educators. Exploring these histories as transformative and paradigm-shifting in museum education, it elevates MoMA educators as vocal advocates for harnessing educational power.
Foreword
Introduction
PART 1 ROOT: A BEGINNING, A PEDAGOGY, A TERRAIN, A SPIRAL
Chapter 1 MASS FRUSTRATION: On the historical hunger for cultural openings
and inclusion
1.1 What Victor DAmico Got Right About Art Education
1.2 Inclusive Exclusions: Victor DAmico and the Management of Diversity at
MoMA Education (19351970 and beyond)
Chapter 2 DISSIDENT ELITES: On the need for powerful allies
2.1 The Museum, Is Not A School?
2.2 Art for Democracy: The Young Peoples Gallery
2.3 "The Principles Of Modern Architecture Are ____": Arthur Drexler and the
Museum as Classroom
2.4 SpaceBoxing
PART 2 ARCA: A SHELL, A BOX, AN ARK, A BARGE
Chapter 3 A WORLD IN CRISIS: On art education in times of war
3.1 The Archive We Dont See: Mining a Speculative Counter-Narrative within
MoMAs Victor DAmico Papers
3.2 Art-Class Democracy
Chapter 4 A PERMISSIVE INTERNATIONAL CONTEXT: On the globality of art
4.1 Archiving Il Paradiso
4.2 Confidential Report: MoMA in Barcelona (Spain) Feria
4.3 Index of an Image from the MoMA Education Archive
4.4 Three Breakfasts With Indira Gandhi: Prabha Sahasrabudhes Reminiscences
of the Childrens Art Carnival in India
Chapter 5 Discontinuance
Chapter 6 AFTERLIFE: On leading a new beginning
6.1 Finding the Childrens Art Carnival: An International Treasure
6.2 Intro To A Life In The Arts
PART III. REMANENCE: a practice, a voice, a story, a force
Charter
7. DEMOCRATIZING THE ARTS
Chapter
8. VISUAL THINKING AND POLITICAL ACTION
Chapter
9. BROADENING THE AUDIENCE: more technology and internationalization
Chapter
10. AN EXPANDING MUSEUM COMMUNITY
Chapter
11. THE MUSEUM AS A LABORATORY
Epilogue
Sara Torres-Vega is Associate Professor at Complutense University, Spain and Lecturer at New York University in Madrid.
Wendy Woon is an adjunct instructor at New York Universitys Steinhardt School Visual Arts Administration program, and was the former Deputy Director for Education at MoMA.
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