art works at work - new england museum association

Dr. Christina Smiraglia

Project Zero, Harvard Graduate School of Education

NEMA Conference 2014 Brolga Andy

Art Works at Work:

Impacts of a Student Art Collection & Exhibition

Program

•  Background

•  Objectives

•  Methods

•  Results

•  Implications

Self Portrait Monoprint Kayde Lawn

Advanced Organizer

Workplace Learning & Context •  Previous research has examined elements like

spatial settingabc

•  Thousands of organizations across a variety of sectors display art in their officesde

•  Little research exists on art in the workplace – Some existing studies focus on hospital workersfg – One involved a simulated office environmenth

Self-Directed Learning Theoryi

•  Personal motivation/initiative

The Workplace Environment & Adult Learning

Independent Schools Victoria (ISV) •  Michelle Green •  Anne Smith

Self Portrait with Keyboard

Marianne Haines

Project Zero •  Dr. Shari Tishman •  Sarah Zuckerman

Site & Partners

•  Understand the impact of the collection/exhibition program on ISV affiliates

•  Explore what elements of the collection/exhibition were most salient for ISV affiliates

Serendipity Stephanie Arvanitis

Research Objectives

•  19 participants total: 16 employees & 3 board members

•  Individual semi-structured interviews •  Interviews were audio recorded and

transcribed verbatim •  Data were coded using thematic

analysis The Busker Hannah Gordon

Participants & Methods

Impact of the collection on viewers: •  Conversation/Socialization •  Enhancement of the

workplace environment •  Emotional response •  Personal connection-making •  Viewer learning

Web and Tree Ben Wood

Interview Results: Impact

Conversation & Socialization (100%, prompted) •  “Provides a space for conversation that did not exist

before.”

•  “Everyone can talk about the art; informal responses from colleagues can bring everyone together.”

•  “Discussed the collection with a wide range of colleagues from across the organization and visitors.”


Enhancement of the workplace environment (95%)

•  “Brings colour and creativity into our work space.”

•  “The collection gives the building life.”

•  “I think it’s really one of the most fantastic features in our office. To be honest, I think it makes the office.”


Emotional response (74%)

•  “Art can create a smile in the mind.”

•  “The artworks make you feel good.”


Personal connection-making (53%)

•  “I think conversations for me have really revolved around my daughter doing studio art.”

•  “Always inspired and amazed by the student collection, especially when it comes from a school that I have had direct contact with.”


Viewer learning •  Learning about art •  Learning about students •  Other cognitive responses

Breaking Down the Barriers Xavier Manson


Learning about art (95%, prompted)

•  “[My] understanding of art forms has broadened.”

•  “I remember going around behind the desk and was commenting on how it was made.”

Interview Results: Impact - Learning

Learning about students (95%, prompted)

•  “[The art] reminds me of just how differently sometimes kids can look at things.”

•  “It has deepened my understanding of students and how they express themselves as we consider, what is the real personal context of the work?”


Other cognitive responses (63%)

•  “It draws you in and it creates more interest, it makes you stop and think.”

•  “Out of comfort zone on an intellectual level”

•  “Looking at artworks can start … inner dialogue.”


Salient features of the collection •  Connection to organizational mission •  Diversity •  Quality •  Creativity •  Changing nature

Jessica Mona Zhang

Interview Results: Salient Features

Connection to organizational mission (95%)

•  “It reminds us of what we are here for: it's supposed to be about the kids.”

•  “It shows a commitment by the organization that student achievement is valued and celebrated.”


Diversity (95%)

•  “It keeps reminding me about how many students, how diverse they are, the diversity of ages.”

•  “Adds a voice directly from the students that speaks with incredible variety.”


Quality (84%)

•  “I say, my god, these were done by kids! It just never ceases to amaze me the talent of young people.”

•  “I often can’t believe the quality of the work being produced by the students.”


Creativity (68%)

•  “Great to see the creative experiences … being included in our work space.”

•  “Some of the memorable features are people who have done … something so different that you didn’t even think about.”


Changing nature / Rotation (63%)

•  “I like they that change. You never know what’s going to be there.”

•  “I am always aware of the work, and when it changes, it has an immediate impact on the visual space.”


Participants felt exposure to the collection allowed them to: •  Converse with colleagues and visitors •  Make personal connections •  Learn about art •  Learn about students •  Engage in cognitive activities •  Feel an emotional response •  Have an enhanced work environment

Glass Mosaic Lantern Jonathan Lim

Results: Impact Summary

Participants identified salient features of the collection as its: •  Connection to the organization’s mission •  Changing nature •  Creativity •  Diversity •  Quality

Clouds with White Sasha Walters

Results: Features Summary

•  Exhibit art/objects in office areas •  Consider staff as an additional target audience for

collections •  Offer staff activities beyond content professional

development •  Museums may want to:

–  Build office and exhibition works into staff activities –  Offer more structured ways to explore objects in

conversation, such as questions on the labels. •  Consider rotating objects that are displayed in staff

areas

Implications for Museum Practice

a. Hua, Y., Loftness, V., Heerwagen, J.H. and Powell, K.M. (2011), “Relationship between workplace spatial settings and occupant-perceived support for collaboration”, Environment and Behavior, Vol. 43 No. 6, pp. 807-26.

b. Kaplan, R. (1995), “The role of nature in the context of the workplace”, Landscape and Urban Planning, Vol. 26, pp. 193-201.

c. Millward, L. J., Haslam, S. A. and Postmes, T. (2007), “Putting employees in their place: the impact of hot desking on organizational and team identification”, Organization Science, Vol. 18 No. 4, pp. 547-59.

d. International Art Alliance (2005), International Directory of Corporate Art Collections, International Art Alliance, Largo, FL.

e. Kottasz, R., Bennett, R., Savani, S. and Ali-Choudhury, R. (2008), “The role of corporate art in the management of corporate identity”, Corporate Communications: An International Journal, Vol. 13 No. 3, pp. 235-54.

f. Italia, S., Favara-Scacco, C., Di Cataldo, A. and Russo, G. (2008), “Evaluation and art therapy treatment of the burnout syndrome in oncology units”, Psycho-Oncology, Vol. 17 No. 7, pp. 676-80.

g. Rollins, J.A. (2011), “Arousing curiosity: when hospital art transcends”, Health Environments Research & Design Journal (HERD), Vol. 4 No. 3, pp. 72-94.

h. Kweon, B., Ulrich, R.S., Walker, V.D. and Tassinary, L.G. (2008), “Anger and stress: the role of landscape posters in an office setting”, Environment & Behavior, Vol. 40 No. 3, pp. 355-81.

i. Knowles, M.S. (1975), Self-directed learning: A guide for learners and teachers, Prentice Hall/Cambridge, Englewood Cliffs, NJ.

References

Lion Family Eley Christopolous

Thank You

art works at work - new england museum association

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