Learning at the Museum

ART museums can be places to enjoy beautiful artworks, but they can also be places to learn. They can be also places to learn. In a world where information is abundant and technology is constantly changing, the pursuit of knowledge has expanded far beyond the traditional realms of classrooms and textbooks. When we discuss learning, we usually think of schools, universities, academies, training centres, and other places for formal education. However, there are also learning experiences that happen outside of these educational institutions. While formal education institutions continue to be essential, there is a growing recognition of the value of informal learning experiences that occur outside the confines of traditional classrooms.

The art museum is becoming increasingly recognized as an important part of education, offering a unique and immersive way to learn. Some people often underestimate the art museum as a mere repository of art, failing to realize that it can unlock and facilitate multiple learning opportunities that go far beyond the artworks themselves. Going to a museum can be just about enjoying beautiful artworks and artefacts, but it can also be more than that. When you’re in front of a piece of art, you can do more than just like how it looks or get facts about it. A visitor can, through the visual contact with the work, make sense of and understand better complex realities. Establishing this internal connection with an artwork is a way of learning, of discovery through personal engagement with art. Each artwork becomes a point of entry into a period, a society, or a way of understanding the world. Visitors uncover the past through the lens of art, overcoming interdisciplinary barriers and facilitating a more nuanced understanding of the world.

In a cultural environment where the few existing museums are often perceived as static repositories of ancient artefacts, art museums can aim at a broader and more ambitious mission. There are only a few autonomous university art museums on the continent, so their contribution becomes particularly important. They are in an excellent position to not only impart knowledge about art but also, they can facilitate a pleasurable envimain ronment where learning takes root, blooms, and intertwines with the visitor’s experiences. The traditional model of unidirectional information transfer about art is being replaced by a more interactive and participatory approach where visitors can become active co-creators of their learning journey, where learning is self-directed. University art museums are uniquely positioned institutions to harness the potential of informal learning. They not only serve as gateways to art but also become catalysts for personal discovery and growth. The immersive nature of the museum experience resonates deeply with learners. Through active engagement, visitors can ask questions, form hypotheses, and draw connections. The informal setting allows for a self-directed learning experience, nurturing curiosity and fostering a sense of ownership over one’s education.

I am fortunate to work in the Yemisi Shyllon Museum of Art (YSMA), the art museum of a university, Pan-atlantic University (PAU), one of these few privileged spaces for informal learning in Lagos. Though we do not engage much in teaching, a lot of learning takes places within the walls of the museum. At the YSMA, we aim at “learning beyond teaching”. Our mission is not to merely teach but to foster an environment where genuine learning flourishes. In the educational programming, the focus shifts from the didactic approach to one that invites inquiry, introspection, and engagement. The museum becomes a conduit for self-directed exploration, propelling learners to ask questions, challenge assumptions, and embark on intellectual voyages. Our objective is not to overwhelm visitors with information, but to spark their curiosity by providing an immersive experience where learning is a natural outcome of the engagement with our artworks and artefacts.

I strongly believe that museum educators carry a dual responsibility: to teach THROUGH art and to teach ABOUT art. This is particularly crucial in our case as one of the few university teaching museums on the continent, where we are fortunate to possess an extensive collection spanning from ancient Nok terracotta figures to contemporary art installations. Our goal involves two things. First, we want to help our visitors get better at thinking analytically. Second, we want to convey knowledge about the artistic, cultural, and historical significance of the pieces housed within the YSMA collection. Our aim is to inspire people to think on their own, look at the artworks carefully, and understand them deeply. We’re not worried if newcomers feel a bit uncomfortable when faced with things that can be understood in different ways. We want them to avoid going for easy answers and prepackaged solutions. The challenge is to turn this process of learning through and about art into a fun and enjoyable experience that leaves a strong, long-lasting impact.

Many people see engaging with art primarily as a way to experience enjoyment and aesthetic pleasure by being in contact with beautiful objects. This perspective often stands in contrast with the common perception of learning, often regarded as tedious, mentally challenging, and ultimately, necessary but unattractive. It’s important to acknowledge this tension between enjoying and learning, but my personal experience at the YSMA has shown me that learning from contact with art does not necessarily have to be boring. Throughout history, one of art’s main jobs has been to teach and educate, not just to entertain. The challenge here is how to facilitate that audiences enjoy while learning. But “learning” is a heavy word that might put off many who could benefit from what art offers. It doesn’t always have to be a choice between enjoying yourself or being bored.

In recent decades, there has been a significant shift that now challenges the traditional notion of a “masterpiece” and its profound emotional impact. Instead of solely analysing a work of art based on its formal elements like colour, line, volume, texture, and the like, there is a growing trend towards examining it within broader discussions that encompass various social, cultural, and political contexts. Critical thinkers no longer view museums as impartial (neutral) spaces merely dedicated to the exhibition of art. Instead, they perceive these institutions as complex bodies actively contributing to the shaping of culture and ideas. In the museum world today, there is a substantial emphasis on understanding art’s connections to society and politics, with museums playing an active role in highlighting these linkages. However, it’s important to acknowledge that even amidst this broader perspective, there remains a fundamental truth: that there can be, that, in fact, there is enjoyment when encountering great art. Museums can continue to serve as wonderful spaces for experiencing the joy that art can bring.