Tweeting, Tumbling, snapping photos--how can we turn typical teen behaviors into meaningful learning experiences? Share ideas with educators from the National Gallery of Art (Dana Allen-Greil) and the North Carolina Museum of Art (Michelle Harrell).

1. Beyond the #selfie
Connecting teens and art through social media
Dana Allen-Greil
National Gallery of Art
@danamuses
Michelle Harrell
North Carolina Museum of Art
@harrell_art

2. Please tweet us during the
session
■ Use the conference hashtag: #NAEA14
■ And the session hashtag: #socialteens
How can we better engage teens
with art using social media?

9. How can we leverage
this behavior for
deeper interaction with
the museum?
Solution: Invite participation
and help guide interactions
with art

10. Each year
thousands of teens
visit the
National Gallery of Art
▪ Not pre-registered
▪ Not on a school tour
▪ Set loose on their own
Image: OZinOH

11. An opportunity to
acknowledge and
welcome social
behaviors
▪ Taking photos
▪ Checking in
▪ Tweeting
▪ Talking with friends

12. Approach: Start with
something we already
know how to do well
Printed self-guides to the
permanent collection
Image: Carlos Oliviera Reis

14. 3 WAYS TO ENGAGE

18. WHO ARE THESE FOR,
EXACTLY?

19. Teens (13-18)
Who are visiting the Gallery,
particularly those visiting in un-
guided groups
1

20. Young adults (18+)
Who are visiting the Gallery and
are interested in engaging via
social media
2

21. Image: Carlos Oliviera Reis

22. Teachers, parents,
chaperones
of the primary audience (teens)
3

23. MATCHING OUR
OFFERING TO THE
NEEDS AND INTERESTS
OF TEENS

24. are mobile and social. is designed to be easy to use
with a smartphone and
common social media apps.
is also appropriate for those
who want to just have a
conversation with their
group, rather than use
technology.
Teens… Our guide…

25. share photos on Instagram
(one of the most popular
activities for teens using
mobile devices).
(80% of teens who use social
networks post photos/
videos.)
makes it clear that this
activity is welcomed and
encouraged behavior.
Teens… Our guide…

26. visiting in un-guided groups
sometimes need
encouragement and some
structure to help them focus
on works of art.
provides multiple hooks for
looking at, thinking about
and responding to art.
Teens… Our guide…

27. are interested in viewing the
Gallery’s “must-see” works of
art.
highlights a small selection of
key works in the permanent
collection.
Visitors… Our guide…

28. Lowering barriers
We selected works of art that
are more accessible to the
target audience: they feature
young people, tell a story, are
figurative, and/or are by famous
artists.

29. Asking instead of
telling
The guide probes readers to
consider their own opinions,
interpretations, and reflections on
the works of art
We avoided art historical language
in favor of an informal tone
encouraging personal reflection

30. Encouraging
discussion with friends
By prompting teens to share
their thoughts and photos with
friends on social networks, the
guide encourages teens to
consider how works of art are
relevant to their lives.

31. INTENDED OUTCOMES

32. Visitors are actively
engaged with works of
art
▪ Careful looking
▪ Making connections between
art and life
▪ Reflecting on the creative
spirit
▪ Having fun

33. Teens feel more
comfortable looking at
and expressing their
thoughts about art

34. Teens are inspired to
return to the Gallery or
visit another art
museum

35. Teens develop long-
term relationships with
the Gallery
▪ Follow on Twitter
▪ Subscribe for newsletter
▪ Attend a program

36. EVALUATION

37. Evaluation
Formative
Prototype testing and interviews
with a group of teens on a school
visit during content development
Context
Talked with information desk
volunteers about when/who/why
they distribute the guide
Survey
Only 6 responses since July 2013
(~19,000 print guides distributed
since April 2013). All over 30, none
chaperones.
Observations & Interviews
(in progress)
Discuss the format, content,
distribution, and other ideas for
improving the experience.

40. What about responses like this?

41. Results
[~19,000 printed guides distributed since April 2013]
Total = 260
1.4% response rate
● Instagram: 229
● Tweets*: 31
○ 19 pic.twitter.com
○ 10 text only
○ 1 Vine (video)
○ 1 yfrog photo*not
including tweets with links to
Instagram
Responses Platforms

42. Distribution
1. Information desks
■ Must be handed out by volunteers
2. Website
■ PDF download
■ Buried under Visit > Tours & Guides > Self-Guides
3. Email newsletters
■ Targeted to teens, educators

43. Hunches & Ideas
■ Not clear that this is a guide primarily for teens
■ Prompts need to be more compelling (and simpler in
some cases)
■ Gallery needs to be actively responding and promoting
on Instagram and Twitter
■ Prompts that are integrated into the experience (e.g.,
on the wall labels or on the app) would get more
traction
■ Need to improve distribution and awareness
■ Optimize for discovery and use on a mobile device

44. YOUR IDEAS?

45. TheDentist,JanMienseMolenaer
Dutch,1610/11-1668

47. WHO?
Teens across the state who
participate as a class project, in
our online course, or
independently.
Station (577-2), Gerhard Richter
German, born 1932

48. WHY?
Part of a larger state-wide
mandate to provide MULTIPLE
ENTRY POINTS for teens to
engage in art regardless of
geographic location.
Mercury Lulling Argus to Sleep, Ubaldo
Gandolfi, Italian, 1728-1781

49. Learning Outcomes
Emotional Connections. Students develop emotional
connections to art, create art inspired by the artists/works
of art, and are encouraged to connect with art in the future.
Self-directed Learning. Students become self-directed
learners, going beyond basic mastery of skills and/or
curriculum to explore their own learning opportunities and
develop a personal response to a work of art.

50. Cost
Popularity
Transparency
Blogs
Why turn to Tumblr?

51. Surprises
1. Curating other student
entries into personal blogs.
2. Interest in sharing their own
work with everyone on the blog
and in digital image slam.

52. Challenges
1. Encouraging original work
and avoiding derivative copies.
● Choice-based approach
● Independent work
2. Current approach focuses on
the finished work- considering a
proposal statement and
preliminary statements for next
year.
3. Tumblr blocked in some
schools requiring an e-mail
option which makes it more
complicated.

53. YOUR IDEAS?

54. THANKS!
Dana Allen-Greil
e. d-allen-greil@nga.gov
t. @danamuses
b. engagingmuseums.com
Michelle Harrell
e. mharrell@ncartmuseum.org
t. @harrell_art
Photo Credits:
storify.com/danamuses/atnga