At the Children’s Museum of New Hampshire, we’re lucky enough to have both a gallery and a studio. Sometimes those words are interchangeable. However, at CMNH, their purposes often and intentionally overlap.
Gallery 6 features four to six installations a year curated by Tess Feltes. For the last few years, every spring, Gallery 6 focuses on a theme we’ve named, “Mosaic: Our Multicultural Neighborhood”. Spotlighting art and culture from around the world, last year the focus was on clothing, toys, photographs and stories from many different countries. This year’s Mosaic installation tightened the focus to just photography from over a dozen different countries.
The Muse Studio is a place where children and their families can create take-home art projects, play games, conduct experiments, among myriad fun activities. Our Studio projects can change daily, weekly or monthly. However, written into the mission statement of Gallery 6 is the following: The Gallery space is designed to blend into the museum’s Studio space . . . connecting the playful creativity of children to the serious investigations of artists.
And what better way to blend, to complement, to unify the many pieces of the Mosaic gallery installation than to actually expose our visitors to art they can make and culture they can study right in our Muse Studio!
Starting in early March, we spotlit a different county each week. Not only did our visiting families learn about art and culture from all over the world, but so did our staff.
In the following twelve weeks, we explored the art, language, geography, folklore, and clothing of Mexico, Japan, Ireland, India, Sweden, Greece, Indonesia, Morocco, Native America, & Australia.
As we welcome our next Gallery opening and Muse Studio theme of “Enchanting Gardens” for the summer, I’ve asked our Museum Educators – those tireless people that you see engaging families with these projects while simultaneously refilling gallons of glue and boxes of popsicle sticks – what their favorite activity has been these last few months. Please enjoy a look back at the 2014 edition of, “Mosaic: Our Multicultural Neighborhood”.
As much as I liked making and wearing the laurels with our visitors during our week of Greek art and culture, I’m going to have to pick the bandolier bag making as my absolute favorite activity! When we were setting up the projects for the Native American week in the Muse Studio, I realized I hadn’t even seen bandolier bags before and I certainly didn’t know that were connected to Native American tribes. We used a lot of textiles and fabrics that kids had already made at CMNH with our weaving looms. So the project also had a great sustainability and green angle to it. Plus, the bags were very fashionable which the kids and I very much appreciated!
Two projects I enjoyed immensely were during the time we devoted to Australia and Ireland. Teaching the kids how to write their names using the Ogham alphabet was using a subject – linguistics – that we don’t touch upon too often in the Muse Studio. Of course, my Irish heritage may make me a bit bias here! That said, I have to give the #1 spot to the Aboriginal Dot Art that we did while focusing on Australia. It was something accessible to all ages and it was a unique way of creating a picture, using guidelines, precision, and focus, but also allowing for imagination. No two were alike!
I was definitely partial to the Viking Helmets we created while exploring Sweden! They were easy to make for a wide range of ages and even though the instructions were pretty clear cut, they left open room for interpretation that let the children expand their design if they felt inspired. Plus, I think it was one of the most popular projects with parents and grandparents during the entirety of the Mosaic theme. I saw quite a few adults walking the around the museum as vikings during Sweden week!
I really liked the dreamcatcher project from the week we spent learning about Native American art and culture. First, it was easy to make at home with simple materials (paper plates, yarn or string, beads, etc.) but the end product was three dimensional and could be continued to a much bigger and detailed level for older kids. Plus, it tied in the folklore of many Native American tribes so we were educating a lot of our younger visitors on this subject for the first time.
I was excited when we selected Morocco as one of our countries to spotlight this year, but was also a little nervous because I wasn’t very familiar with a lot of Moroccan art and culture. Which makes me even happier to say that my favorite project came from the week we spent creating Moroccan art! I LOVED the sand art projects. Were they messy? Sure. But when you’re working in a art studio inside of a children’s museum, it comes with the territory. The sand art consisted of us picking some bright paper as a background, placing down some fun designs or patterns in glue and then shaking brightly colored sand on the glue. Then we let it dry. Simple! But our visitors made so many different kinds of creations through the sand art activity. Toddlers to grandparents seemed to enjoy this activity and I can’t wait until we do it again.
I had a hard time deciding which craft project was my favorite and then I finally realized it wasn’t an active project that stayed with me the longest, but two of the displays that we made for the Studio during the Mosaic theme. The map of New Hampshire that Meghan made during the week we focused on Native American culture was really informative for kids and adults and showed them how many places throughout all of New Hampshire – towns, lakes, river, mountains – have their origins in the different Native American languages. I was also a big fan of the “Greek Gods in Pop Culture” poster that Crystal created during our Greek week. It helped take mythology, which might seem boring and uninteresting for some kids, and show them how much they likely already knew from movies, television, and advertising. It was an interesting angle to take and I saw quite a lot of families pointing at it and discussing it.
We’re so happy that the Mosaic gallery and studio pieces were such a big hit with our staff and our visiting families! The educators are already brainstorming what countries we’ll be focusing on next year.Take Our Poll
We now look ahead to our summer theme in Gallery 6 / the Muse Studio: Enchanting Gardens. The studio has undergone quite a transformation from top-to-bottom to embrace this new wild theme and the Gallery 6 art pieces are so incredible for this installation that we did something that we’ve never done for any of our past installations. I’ve . . . said too much. Stay tuned to the blog to find out the magic we have in store for you this summer!
Over the years, you’ve likely accumulated some less than stellar magic markers. Caps are missing, colors have run dry, and you don’t even know where that random Zayres brand green marker came from!
So what to do? Instead of just chucking all those old markers, why not teach your family about sustainability and recycling by converting those old markers to brand new vibrant watercolor paint!
CMNH Educator Meredith teaches us how in this short how-to video!
Museum Educator Beth recently lead a three day Art Camp at CMNH for children ages 5 to 9 years old. The goal of the camp was to educate the campers about some of history’s greatest artists while allowing them the opportunity to create in the various styles of the artists they were learning about.A sculpture takes form!
Beth, who has a Bachelor’s Degree in Art History with a Minor in Fine Arts from Plymouth State University, planned Art Camp over the last few months in the rare times she wasn’t interacting with families in the museum or launching new art projects for visitors to work on in the museum’s Muse Studio.
Narrowing the Focus
“Initially, I had a lot of ideas for lessons and projects, but I needed to take a step back and make sure the lessons were something all the campers – some of whom were almost five years apart – could conceptualize.”“Can you make sure to get a picture of this flower that I drew?”
But how does one decide which artists to cover when you only have three days?
“One of my hopes was that I could shed some light on some amazing artists that they wouldn’t necessarily be learning about in school yet,” says Beth.
“Of course,” she continues. “I also wanted to get them excited about learning about art as well as the whole process of creating art.”
“But narrowing down the list of artists we’d cover proved to be quite difficult,” admits Beth. “My list could have been much longer, but again, remembering the age of the children and what they’d likely respond to the strongest helped a great deal. All the artists that were chosen were well known, influential people who were revolutionaries in the art world at their respective times. Part of winnowing the list consisted of focusing on specific art movements that the children could comprehend and be inspired by. Yes, some of it was bound to be over their heads, but I was confident that the core concepts and ideas would not be lost on them. Ultimately, I felt that Impressionism and Cubism were movements that they would be able to understand. And, of course, I knew Pop Art would be something they could have a lot of fun with.”
Had camp been longer, Beth has a pretty clear idea what other artists would have made the cut.
“I feel like I could have taught that camp everyday,” she admits. “It took me back to my college days, learning about a different artist each day. Jackson Pollock would have been great to teach the kids – with myriad directions we could have gone in. Jenny Holzer, who is still alive, focuses on text as art. She’s brilliant. Mark Rothko, a tortured man and a controversial artist, focused on color and emotion which the campers easily could have tapped into. Wassily Kandinsky, whose paintings have a clear childlike quality, would have been a lot of fun. Marcel Duchamp’s style of ready-made art could have been great and the I have to think the kids really would have been wowed with some of Salvador Dali’s pieces.”Jackson Pollack, “Image Number 8″ (1949)Jenny Holzer, “Survival” (1985)Mark Rothko, “Blue and Grey” (1962)Wassily Kandinsky, “Composition VIII” (1923)Marcel Duchamp, “With Hidden Noise” (1916)Salvador Dali, “The Persistence of Memory” (1931)
The Final Five
Ultimately, Beth’s final list of artists for Art Camp were Edgar Degas, Claude Monet, Vincent Van Gogh, Pablo Picasso and Andy Warhol. The campers had some familiarity with the eclectic group.DegasMonetVan GoghPicassoWarhol
“I believe all of the kids had heard of Picasso,” Beth says. “His name was definitely known by them. They had a harder time identifying his works. Conversely, they all seemed to recognize Van Gogh’s ‘Starry Night’, but did not know the name of the artist. The names Monet, Degas and Warhol were a little foreign to them. A handful of the kids said they had seen some of their respective pieces when I showed them examples, but did not know the artist responsible.”
Despite her enthusiasm and extensive knowledge of the subject matter, Beth was still worried at the start of camp. Would the campers’ have a difficult time focusing on learning about and creating art when they’re based inside a children’s museum?Monet, “The Japanese Bridge” (1899)Water Lilies in the style of MonetColorful Bridge inspired by MonetWatercolor water lilies in the style of Monet
“I knew Art Camp would be a challenge because most children in that age range can be antsy and eager to play on a normal day, let alone when there’s a loud, bustling museum outside of the classroom walls – especially if they don’t already have a desire to sit and create on their own,” Beth shares. “My worries were that they wouldn’t be as enthusiastic as I was. I worried that it would start to feel like ‘work’ – which I know technically it is – but I didn’t want it to come across like it was a chore. I wanted the kids to see how passionately I felt about the art and about teaching it to them. I was so relieved that my fears were unfounded and I was lucky to have such a great group of kids, several of which were wise beyond their years!”Van Gogh, “Three Sunflowers” (1888)3-D Flowers in clay pots, inspired by Van GoghFurther painting and decoration of the Van Gogh-esque flower pieces
By the end of the camp, each camper had compiled a full portfolio of artwork to share with their family and friends. Beth was pleased by the generally enthusiastic approach the campers had to learning about so many different artists and styles.Degas, “Fin D’Arabesque” (1877)Pop-Up Ballerina inspired by Degas
“I was delightfully surprised by the enthusiasm for the subject matter,” Beth says. “They all seemed eager to learn, eager to create, and open to doing something different.”Warhol, “No Title” (1967)The campers black and white “Warhol-ized” portraits before they painted them, flanking two of Warhol’s most famous works
See a short video of the campers paintings of their own handprints in the style of Andy Warhol.
“When parents have an interest in getting their children into the arts it makes me so happy. With so much funding for the arts being cut in schools these days, it’s important for parents to realize the importance of providing an environment for your children to express themselves; a place to get messy and let them be who they are. That’s the magic of art.”Picasso, “Woman in Hat and Fur Collar” (1937)The Picasso inspired, “A Woman’s Face”Another Picasso inspired portrait
“When parents have an interest in getting their children into the arts it makes me so happy. With so much funding for the arts being cut in schools these days, it’s important for parents to realize the importance of providing an environment for your children to express themselves; a place to get messy and let them be who they are. That’s the magic of art.”
Despite three full days of Art Camp, it’s something that happened near the end of the program that will stay with Beth the longest.
“On the last day of camp, during our ‘free draw’ time, one of the campers approached me and asked me if I could write down all of the artists we learned about because she wanted to do further research about them and their art when camp was finished. She made my heart melt and I was so proud of the clear connection she had made to the art. It’s an experience like that that makes it all worth it.”CMNH Art Camp – February 2014
Be sure to check out the video below for some brief words from a few of our campers about their Art Camp experience!
Embracing the cold . . . all year long
The weather in New England is always interesting on any given day, but this winter has been especially memorable. When it’s not snowing close to two feet of snow causing people (and cars, buildings, Giant Blue Crabs, etc.) to be totally buried in the fluffy white stuff, it’s in the mid-50’s with families walking, jogging and playing outside.
At CMNH, we offer a safe and warm facility for families to enjoy – especially on those sub-zero Polar vortex days we’ve recently experienced. On moderate winter days, one of our favorite activities is guiding families into Henry Law Park in front of our building and creating Snow Art!Our visitors use spray bottles full of non-toxic watercolor paint and water to decorate the landscape in Henry Law Park
But whether the weather is freezing, windy, hailing or sizzling, one of the most popular indoor activities we run at CMNH is Ice Art. When we set up larger Ice Art projects (consisting of several tubs of ice) they can be worked on in the Muse Studio, while our smaller ones (usually one tub with one large or several smaller pieces of ice) can be found in the Naturalist Study near the CochecoNature exhibit on the first floor of the museum.
Parents & children (and staff!) experiment with cups of colored saltwater to see how their actions affect the ice.
– Does the salt make the ice melt faster or slower?
– What is the advantage of using a pipette to administer the solution?
– Do colors mix the same way on ice/water as they do on paper?
– How does an items density affect how it freezes inside the ice?
– How much time do you think it will take to free a trapped treasure from the ice?
– How do you make stripes of color – or a rainbow – in the ice without the colors mixing?
Through the help of our visitors, here’s some knowledge we’ve gleaned thus far in our years of ice exploration:
– Some dice floated to the top before freezing while some sunk.
– Glitter always floats before freezing.
– We had to weight the plastic sharks so they would freeze in the center of the ice.
– Ribbon is fun to freeze. Fabric is not fun to freeze.
– Pencils are fun to freeze. Pens are not fun to freeze.
– Plastic bugs look cool trapped in ice. Plastic food looks gross trapped in ice.
– Colors that slowly drip from one section of ice to another can create cool swirling effects. Too many colors in the ice at once causes brown and gray water. Yuck.
– Freezing different colors side-by-side takes a few days as each color must be frozen on its own first.
– The plastic human brain mold was our most popular ice shape. (Sadly, human brain mold developed a crack last year and had to be retired.)
– Visitors most favorite trapped ice objects are – hands down – plastic dinosaurs of all shapes and sizes.
Ice Art is an inexpensive, fun activity that can be done at home with Plastic containers, small cups, pipettes or paint brushes, table salt and watercolor paint or food coloring (but we recommend the paint as it washes off easier). The bigger the shape that you’re freezing, the more time it will need in the freezer. Museum Educators often set up their ice projects at the end of the museum day to be ready for the following morning.
Enjoy this short video of some of our most interesting ice art that we’ve seen at CMNH!
Zach once ate so many coconut flavored popsicles in a row that everything he ate for six months tasted like coconut.
A new exhibit at the Children’s Museum of NH
Guest blog by Tess Feltes, Gallery 6 Coordinator
I love my job as curator of Gallery 6 and shamelessly confess that every show is my “favorite” show. But I felt compelled to write about the MOSAIC exhibit because this show touched a very special chord which, I believe, will have repercussions in my life and hopefully in the lives of some of the unbelievable people I have met.
It is well known that children in our world, now more than ever, are living in a diverse society, even in places where there was once a fairly homogeneous population. We truly live in a cultural mosaic right here in New Hampshire. This fact was driven home to me as I reached out to members of our multicultural community to participate in an exhibit called MOSAIC: Exploring our Multicultural Neighborhood.
The diversity I found has been astonishing and the outpouring of generosity, warmth and enthusiasm of people has been incredible! I feel I have made wonderful new connections … and, most importantly, friends!
Families from The Azores, Belarus, China, Germany, Greece, India, Indonesia, Iran, Lebanon, Mexico, Morocco and Rwanda have shared photographs, stories, traditions, art, music and customs that interest children everywhere. The list of nationalities here in New Hampshire could go on … it was hard to limit it to the wall space that we have.
The exhibit shows how people of these cultures live, eat, dress, learn, play and engage with each other. The most heartening aspect of the project was the reinforcement that people are all amazingly similar, despite regional or cultural differences.
Immigrants arriving in the United States tend to share at least two experiences: they look forward – trying to become American – and they look back, trying to maintain some traditions from their homeland. Each individual brings his/her own unique personal, meaningful cultural background and their own way of dealing with the unending demands of life. We all need to cultivate an attitude of respect, acceptance and inclusion in order to break down the barrier of our “shyness” or reticence in approaching individuals that seem different.
I wanted to avoid a tourist approach of presenting culture through celebrations and food only. Instead, I wanted to share personal stories, achievements and comparisons in familiar and recognizable aspects of children’s lives – showing how people of diverse cultures live, eat, dress, learn, play and engage with each other. What does a school, a playground, a park or museum look like in another country? How is it the same? How is it different?
Throughout the project I kept in mind the words of Kenyan storyteller Chimamanda Ngozi Adichie:
“The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story that becomes the only story.”
This rings true. I began interviewing people with a preconceived idea about each country, perhaps formed by the media, whether National Geographic magazine or headlines in the news. Over and over again, my preconceived notions were wrong. The stories that were shared were far richer and diverse than I could have imagined.
For me, this project has underlined the truth that stories matter. Many stories matter. Stories can empower, humanize and help foster feelings of community, celebrating different cultures and their contributions in order to position each other as friends rather than strangers.
I hope that visitors to the Children’s Museum of NH will take the time to explore Gallery 6 to learn and appreciate the cultures presented there. I hope they will share their own stories with family and friends, make new friends and make a small difference in how we appreciate each other as we all face the challenges everyday living.
I also want to mention the fascinating artwork by Portland, Maine artist Jeannie Dunnigan. It is titled BAJ and features just the eyes of a child created using recycled print material. This seemed to encapsulate the idea that we all make up a part of the whole and reminds us that the eyes of our children are on us.
It is my hope the artwork of the MOSAIC project promotes deeper understanding of ourselves, our culture and our place in the world by exploring what brings people together rather than what keeps us apart.
The MOSAIC exhibit is on display at the Children’s Museum of NH through May 27, 2013.
It’s time to meet another member of the Experience Guide Staff at the Children’s Museum of New Hampshire!
Sarah is at CMNH the majority of the week and can usually be found hip deep in arts and crafts supplies in the Muse Studio. You may have even heard Sarah’s voice while you were shopping for a pair of jeans. Yes, you read that right! Sarah has a lot to say so let’s jump right in and find out more!
Zach: Sarah, how long have you worked at the Children’s Museum of New Hampshire?
Sarah: I’ve been at the museum since October – so about 11 months!
Z: Why CMNH?
S: I’ve always loved working with kids and when I saw that CMNH was hiring I thought it would be a great opportunity to do different activities and exploration with families each day. I loved that each day would be a new and different experience! The other part of that daily surprise is the fact that I get to teach each day. Interactive teaching with the visitors is the highlight of my job.
Z: What originally brought you to New Hampshire?
S: I came to Dover because I was accepted in to the Masters of Fine Arts program at UNH in Durham. My focus is Creative Writing – specifically Poetry.
Z: Where did you complete your undergrad studies?
S: I attended Columbia University in New York City. My focus in undergrad was Creative Writing but I also spent much of my time at Columbia attending and participating in musical performances. I’ve been studying voice since I was six-years old so I definitely enjoyed working with classical music and opera at Columbia.
Z: Wow! You may likely be our only Experience Guide with an opera background! Tell me, what – if any – experience did you have working with families before your time here at CMNH?
S: For many, many years, I taught at a musical theater summer camp in my hometown of Allentown, New Jersey.This Way to Allentown!
Z: That sounds like a lot of fun!
S: Yes! “Musical Theater Magical Camp” was a very enjoyable place to work!
Z: Wow! With a name like that it sounds even more fun!
S: It really was a lot of fun. Each session ran for 3 weeks and was open to children from 5-12 years old. We would spend Week One getting to know each other, learning about theater, playing games and becoming comfortable with being on stage. We would cast a full musical in Week Two and then teach them choreography, design and make the costumes, and create the set. Then, after rehearsing throughout Week Three, we would put on a performance on the last day for the entire camp and all of the returning families.Curtains up on the, “Pirates: The Musical” set, circa 2009
Z: Did any of the children ever experience stage fright?
S: Oh, yes! We would often get parents who would sign their children up for our camp in an attempt to kind of bring them out of their shell. These are the children that would be quite shy at the start of camp; often they would be the younger campers. Which made it such a wonderful process that at the end of three weeks we’d be able to see these kids that had entered the process unsure of themselves and their abilities come out on stage and blow us away with their confidence!
Z: I’m currently working on a production myself this summer outside of CMNH and I’m having some trouble with a few of the actors hitting their spots and remembering their lines. Can I recruit you to come and fill them full of your trademark confidence??
S: Well, I’m pretty busy at the museum this summer but we’ll see what I can do!
Z: Sarah, switching gears a bit, I’d like to know if you or your family visited museums when you were growing up?
S: We did. We went to a ton of museums as a family. My father is a software developer and he has worked on a number of projects and exhibits for museums. He and his brothers did most of hardware and software for the Sony Wonder Museum in New York when it first opened.
Z: “New York” meaning New York City?
S: Yes! Right on Madison Avenue! I was able to explore the museum before they officially opened to the public while my father worked on different projects and exhibits.
Z: How old were you?
S: About 6 or 7.
Z: I’m jealous.
S: [Laughs.] You should be! My dad has worked with a number of museums since then and I actually got to do some voice-over work on one of his projects.
Z: I’m somehow even more jealous now. What was the voice work?
S: It was an exhibit for the Children’s Museum of Houston that was also getting installed at the Liberty Science Center in New Jersey. It was a Magic School Bus weather-based exhibit. I provided the voices for two of the children in the Magic School Bus.All Aboard the Magic School Bus!
S: He also worked for the Levi’s flagship store in Union Square in San Francisco – so for a long time, I was the voice of many of their in-store kiosks.
Z: Did you actually get to travel to San Francisco?Sarah’s voice will help you buy your next pair of jeans!
S: I did! The whole family spent the summer in San Francisco.
Z: And how old were you then?
S: I was 12 years old and it was wonderful to be there for the whole summer. We really got to know the city.
Z: I have to ask – did you visit any museums?
S: We did. We went to the San Francisco Museum of Modern Art. It . . . well . . .
S: It was actually . . . an interesting experience.
Z: I’m going to need you to tell me more than that!
S: Yes. Well. They had a number of installations that were very advanced and were . . . well, perhaps a little over my 12-year old head.
Z: I see. Well, Sarah, please tell us: What is your favorite museum in the world?
S: That’s a really tough question to answer. I very much love the Metropolitan Museum of Art in NYC. I visited it constantly while at Columbia. But . . . I’d have to say that the Liberty Science Center in Jersey City, NJ will always hold a special place in my heart. When my father was working on the Magic School Bus exhibit, my friend and I were allowed to be at the museum before and after hours and we were given free access to all of the IMAX shows. Most importantly, we were allowed to wear V.I.P. necklaces. [Laughs.]
Z: I always knew you were a V.I.P.! Sarah, what is your favorite exhibit at CMNH and why?
S: My favorite exhibit is probably the Muse Studio. I love the way we’ve been able to mix artistic creativity with scientific exploration. You’ll see families and staff drawing, painting and collaging conjoined with learning how a prism works and how a lima bean plant grows. It’s definitely the part of the museum that, as a child, you would have had difficulty getting me to leave.
Z: Even as an adult we have a hard time getting you out of the Muse Studio!
S: This is true. [Laughs.]
Essential Information about Experience Guide Sarah
Favorite Color: Green (Most shades of green, but not Turquoise!)
Favorite Animal: Dachshund
Favorite Movie: Contact
Favorite Type of Music: Classical / Favorite Artist: Elvis Costello
Guest Blog by Tess Feltes, Gallery 6 Coordinator at the Children’s Museum of NH
When the New Hampshire Association for the Blind approached me with the idea of an exhibit in the Museum’s Gallery 6 focusing on artwork enjoyed by persons with low vision or who are non-sighted, my first response was one of confusion!
How could this be done?
It took a shift from a traditional way of thinking to a broader definition of art. First, I had to embrace the concept that art belongs to everyone, not just the sighted and that there are many ways a person can have an aesthetic experience.
Art conveys ideas, emotion and beauty. We have to have art to live the full human experience. Art teaches us that not all problems have a single, correct answer. Art broadens our perceptions.
Operating on these ideas, the initial idea was to develop an exhibit that visitors could TOUCH.
The next step was to contact a pool of creative thinkers. A call for art was issued to the talented members of the New Hampshire Art Association and other artists in the community. The response was intriguing!
From soft felted textiles, gleaming stainless steel wall sculptures and textural abstract paintings to three-dimensional collages, whimsical sculpture and assemblage, the walls of Gallery 6 offers visitors a myriad of tactile and imaginative pieces that give form to the unseen worlds of ideas and dreams.
Even as the exhibit was being installed, I watched children slow down not only to LOOK but also to TOUCH the work. I made a delightful discovery: this is an important way of engaging children and enhancing their enjoyment.
Gallery 6 has a way of wanting to burst beyond the walls and expand throughout the Museum. Because we want to offer visitors an opportunity to create their own tactile works and to explore for themselves the world beyond vision, there are specially designed activities in the Museum’s Muse Studio.
A section of the exhibit honors a truly inspirational pioneer, Helen Keller, who changed the public’s perception of people with disabilities. Born in 1880, she became known around the world as a symbol of the strength of the human spirit, yet she was much more than a symbol. She was a woman of intelligence, ambition, and great accomplishment, who devoted her life to helping others.
Her life story illustrates this truth: physical limitations may be restricting, but a person’s true value comes from the depth of her mind.
Finally we asked ourselves: How would technological advances available today change Helen Keller’s enjoyment of art? We sought out Marty Quinn – a most creative and innovative fellow to add MUSIC to the aesthetic experience…. and in the process he enhanced the kinesthetic experience as well!
Marty’s MoveMusic technology is featured during Art Beyond Vision as part of the popular Build It. Fly It. exhibit. Visitors are able to hear the paths of falling objects as music. Using visual to image sonification technology developed as part of NASA grants, visual surveillance software tracks the moving objects as they are selecting pixels on a computer screen.
Sound intriguing? Come to the Children’s Museum of New Hampshire between now and Memorial Day and experience the world of Art Beyond Vision for yourself!