Familyguide

Memphis Brooks Museum of Art

Each activity is designed to go with any work of art of your own choosing. Create your own journey.

For the grown ups:

What is visual literacy?

Help us protect the art in the museum by using:

Inside voices

Walking feet

Pencils only

Careful hands (please don’t touch the art or gettoo close)

You may see some friendly faces walking around. These are our gallery officers who are here to keep you and the art safe. If you see one, please say hello!

Welcome to the Memphis Brooks Museum of Art!

The Brooks wants you to have a fun and meaningful experience looking at and talking about art as a family. We hope this guide will engage and inspire you to be confident art explorers. Our activities are a toolbox filled with nine ways to build a great art experience and improve your visual literacy.

Visual literacy is the ability to “read” an image and make meaning from what you see.

Since we are surrounded by images in artwork, television, the Internet, and advertisements, it’s important for children to have tools to interpret and think critically about what they see.

Pick a gallery and sit or stand back-to-back with a family member.

Partner 1:Choose an artwork but keep it a secret. Describe it in detail to your partner.

Partner 2:Don’t peek! Rely only on your partner’s description and draw what you think the artwork looks like below.

Many works of art are made through collaboration.

This Elephant Society Mask was created by the Bamileke community in Cameroon, Africa. The artists work together to make elaborate masks and costumes for performers who use the creations in a symbolic dance. This mask represents an elephant which is a sign for power and bravery. When worn, imagine how the trunk would move and wave during the dance.

For the grown ups:

Collaboration can enhance an art experience by allowing different points of view to build a conversation.

Through this process, we discover new ideas and gain a deeper appreciation of an artwork. With your child, describe, discuss, disagree, and experience art together.

Now compare your drawing to the original work of art. What’s similar? What’s different?

Collaboration Look together, talk to each other, ask questions, and explore art as a family.

This work by Thomas Hart Benton was inspired by a folk song.

Think of some song lyrics to go with this painting.

Find an interesting artwork.

Here are a few questions to spark a conversation.

What’s going on here?

What do you see that makes you say that?

What more can we find?

What other questions do you have about this artwork?

Now, read the label. Does the information change how you see the art? Does it spark more questions?

For the grown ups:

Curiosity is an early step to decoding meaning in images. Encouraging curiosity, by stepping back and letting children steer your exploration, leads to discovery of new interests, higher levels of learning, and memory-making.

To the right are a few open-ended questions to spark a conversation. The first allows you to say whatever comes to mind without any right or wrong answers. The second challenges you to support your opinions and assumptions with solid observations/evidence. The last question pushes you to explore further and cycle back to the first question.

Curiosity We can always tell you more about art. We want children to want to know more, to follow their natural curiosities. Allow your questions and ideas to come first before reading a label.

To hear the real song and read the lyrics that inspired the artist, visit Inside Art on the upper level.

For the grown ups:

Observation is the cornerstone of visual literacy, but did you know the average museum visitor spends only a few seconds in front of an artwork?

When we look for longer periods, from different perspectives (up close, far back, from one side to another) we see things we initially missed.

To further your observations, consider what choices the artist made (color, line, material) and how the museum has presented the artwork (frame, lighting, surrounding artworks).

This is a painting by Canaletto, an Italian artist who lived 250 years ago. He made most of this painting by closely observing his surroundings.

Look at it for just a few seconds.

Did you notice all of these details at first glance or do you need more time?

Find a work with lots of detail.

Observe it silently for ten seconds. Close your eyes. What do you remember seeing?

Now, open your eyes and draw the artwork for at least two minutes. What new details emerged?

Observation Sometimes we just glance at an image but we can see so much more if we look carefully, examine, and inspect. The more time spent looking, the greater the opportunity for discovery.

In this painting, we see a variety of elements artfully displayed for the viewer, including a dog. Each symbolizes a special meaning. Below is a list of these hidden meanings. Try to guess which element is used to represent each word.

Now consider, what would each object represent? Each object is like a symbol – what does it mean?

For the grown ups:

Being visually literate means you are also able to use visual language to communicate your own ideas.

Ask your children about imagery around them and the messages they are conveying. Why does that commercial use that setting? Why does that poster include those colors?

Why did the artist choose that material? Encourage young viewers to think critically about the images they see and consider the choices that were made in creating them.

1. Dog, 2. Plum, 3. Peach,4. Statue of Venus,

5. Pomegranate,6. Musical instrument

turned away

1. Loyalty 2. Good heart

Find a portrait painting.

What do you think this person is like? What clues has the artist given you?

If you could choose other objects to place inside the painting, what would you choose to go with the figure?

Basketballs, flowers, a kitten, a bowl of fruit, or maybe a sword – what would best fit? Write down or draw some of the items in the space below.

Communication We communicate through words and images. For example, hearts, stars, flags, and smiley faces are all symbols that stand for something.

This painting was made over 350 years ago by a Flemish artist. An artist today might have chosen different symbols.

What would you choose to represent each word if you were the artist?

3. Silence 4. Love

5. Fertility 6. Faithfulness

Connections Making connections between works of art is fun but also shows how you are becoming more confident art explorers. The more art we see, the more we can compare different subjects and styles and link them to our own memories and lives.

Here are some works from our diverse collection of art from around the world and from ancient history to today.

Which work feels most familiar to you? Which work do you connect to the most?

For the grown ups:

Part of the learning process is building on prior knowledge.

Choose a gallery with a variety of artworks.

Select a statement below. On the count of three, each person in your family should point to a work of art that best matches the statement.

This reminds me of my family.

This reminds me of nature.

This reminds me of my home.

This reminds me of my community.

This reminds me of a happy memory.

Did you choose the same artwork as your family?

We interpret works of art based on our understanding of the world and tend to gravitate toward familiar images. That’s why one work of art may speak to one person and not mean anything to someone else.

The more we are exposed to different artworks, the greater the chance of forming a connection to a work of art.

Imagination When we use our mind to pretend and dream, we’re activating our imaginations. Go beyond what you see to imagine what it would be like to be inside the artwork.

Find a work of art with a person in it.

Now, strike that pose.

How do you feel?

Do you feel tall, strong, tired, proud, loved, sad?

Imagine you are the character in that setting.

Why are you in that pose?

What are you doing and thinking?

What do you smell and hear?

What temperature is it?

A work of art often captures one moment in time. Take a photo or mental image of you posing in front of the artwork. What would happen next? Take another photo or video of what you think happens after this moment.

#BrooksMuseum

For the grown ups:

Imagination is using your mind to expand beyond what we experience with senses. By striking a pose and putting ourselves in the artwork, we ignite our imaginations and fuel creativity.

This painting by Camille Pissarro was made in France about 130 years ago. Elements of the painting invite us to step inside and join the figures on a stroll – the way the path starts near us but recedes into the distance, the way we see the backs of people and not their faces, the warm inviting colors. Imagine you’re there, walking on that same path today.

What time of year is it? Where are you going? What do you smell and hear?

Encourage your children to embody the art using their imaginations.

Reflection Make time to stop, reflect, and spend time with works of art and your thoughts.

Carefully select a peaceful gallery and have a seat.

Set a timer for two minutes. You can even hum a song or listen to music on your headphones as you look around.

Be still and quiet as you look at the works of art in the gallery. Soak them in. Let your eyes and mind wander.

Share your thoughts with your family. Which works of art were you most drawn to?

The artist who made this painting, Carroll Cloar, was born and raised in Arkansas and was a great storyteller. His paintings often capture moments and transport us to a specific place and time like this one made fifty years ago. This painting is set in Moorhead, Mississippi at a railroad crossing called the Yellow Dog where the Southern Railroad line intersects. The title and painting were inspired by an old blues song called The Yellow Dog Blues.

Can you hum a tune that would go with this painting? What soundtrack would you create for the other paintings you see around you?

For the grown ups:

Reflection is one of the most important parts of the learning process.

Allowing for quiet contemplation provides the mind with time to link recent information with prior knowledge to construct new meaning.

Like with music, art can bring you back to a specific moment in time or conjure up memories. Let the art move you.

Opinion We very easily share our opinions about food or music, but some people feel intimidated by art. You may wonder, “If I don’t like it, is it because I don’t get it?” No! Your thoughts are important because they reflect your interests and life. Be brave and share your opinion about art, both your likes and dislikes.

Pick a gallery in the museum and choose what you think is the best work of art and which is the worst. Does your family agree?

Circle words and emojis from the list below that you feel match the artwork. Ask someone else in your family to do the same. Did you circle the same words?

Before reading about the artist, which emoji would you choose for this artwork?

The artist Chakaia Booker used old tires to make this sculpture. Her work is often made from discarded everyday materials and then twisted, sliced, and woven into radically new forms. The artist also uses tires to point out the man-made materials all around us and how they impact the environment.

Knowing this, would you choose the same emoji or pick another?

Beautiful Ugly Dark Bright Bold Cool

Warm Heavy Light Weird Fun Boring

Dramatic Calm

Now, read the label. Does knowing the title, materials, time or place it was made, change your opinion about the art?

For the grown ups:

We react to works of art based on our own ideas of what is beautiful, interesting, or inspiring. There is no right or wrong opinion about art.

Encourage your children to confidently share their opinions and consider what about the art makes them feel this way.

This process includes finding evidence within the artwork to support assumptions and assertions, furthering observation and critical thinking skills.

Creativity By experimenting with materials and making our own art, we can better appreciate the works made by others. When we create, we share with others and bring our imaginations to life.

Find a work of art you really like. Now, let’s play “What If?”

What if the artist used completely different materials?

What if the artist chose very different colors?

What if the artist had added more or less detail?

What other “What Ifs” can you think of?

For the grown ups:

Creativity is one of the highest forms of thinking as it hones our ability to problem-solve and supports original thought.

By questioning the artistic choices of others, it encourages children to consider an array of options and pushes them toward innovative thinking.

The Brooks Museum’s collection brings art from all over the world, over thousands of years, right here to Memphis. This is a small selection of faces you’ll see at the museum. Consider all the different ways artists have creatively chosen to depict people.

At home We hope that you had a great experience looking at and talking about art with your family and that you feel more confident to explore art in our museum, or anywhere! Now, we invite you to make your own art.

In the space below, make an artwork inspired by you.

Draw yourself.

Consider: Will your drawing be of your face or your whole body? Will you be sitting, standing, or doing something else? Will it be realistic or abstract? What kinds of lines or colors will you use? What objects and background will you choose to include?

Make a label for your artwork.

Artist:

Title:

Date it was made:

Materials:

For the grown ups:

We encourage adults to talk to children about their art in the same way as art you find in a museum.

When looking at art made by young artists consider these questions.

What do you see? What do you see that makes you say that?What words would you use to describe it?

What emoji best fits this artwork?What song would you sing to go with this?

Credits

Featured works of art

CoverNancy Graves, American, 1940–1995. Folium (detail), 1978. Oil and encaustic on canvas. Gift of Art Today, purchased with matching funds from The National Endowment for the Arts 79.3.1. © Nancy Graves Foundation, Inc./VAGA, New York, NY.

Collaboration Bamileke Peoples, Africa, Cameroon (Grasslands). Elephant Society Mask, late 19th century. Raffia, canvas embroidered with beads. Gift of the Director’s Council 97.2.1.

Curiosity Thomas Hart Benton, American, 1889–1975. Engineer’s Dream, 1931. Oil on panel. Eugenia Buxton Whitnel Funds 75.1. © T.H. Benton and R.P. Benton Testamentary Trusts/UMB Bank Trustee/Licensed by VAGA, New York, NY.

The questions are inspired by Visual Thinking Strategies designed by Abigail Housen and Philip Yenawine.

Observation Canaletto (Giovanni Antonio Canal), Italian, 1697–1768. The Grand Canal from the Campo San Vio, 1730–1735. Oil on canvas. Gift of the Samuel H. Kress Foundation 61.216.

Communication Pieter Boel, Flemish, 1622–1674. Still Life with Dog, ca. 1650. Oil on canvas. Gift of Mr. and Mrs. Morrie A. Moss 59.2.

ConnectionsMaurice Utrillo, French, 1883–1955. Vue de Sannois, 1912. Oil on canvas. Bequest of Julie Isenberg 87.20.7. © Estate of Maurice Utrillo/ Artists Rights Society (ARS), New York.

Nancy Graves, American, 1940–1995. Folium, 1978. Oil and encaustic on canvas. Gift of Art Today, purchased with matching funds from The National Endowment for the Arts 79.3.1. © Nancy Graves Foundation, Inc./VAGA, New York, NY.

Colima, Mexico (State of Colima). Dog Effigy Vessel, 250 B.C.E.–400 C.E. Polished terra-cotta. Gift of Dr. Rushton E. Patterson, Jr. 96.6.1.

Bamana Peoples, Africa, Mali. Male Chi Wara Headdress, late 19th–early 20th century. Wood and pigments. Gift of Henry L. Easterwood, in memory of Susan Abercrombie Easterwood 93.7.

Ansel Easton Adams, American, 1902–1984. Moonrise, Hernandez, New Mexico, 1941. Gelatin silver print. Gift of Art Today 77.9. © The Ansel Adams Publishing Rights Trust.

Josef Albers, American (b. Germany), 1888–1976. Study for Homage to the Square: Young Voice, 1957. Oil on Masonite board. Gift of Art Today 60.38. © The Josef and Anni Albers Foundation/Artists Rights Society (ARS), New York.

Winslow Homer, American, 1836–1910. Reading by the Brook, 1879. Oil on canvas. Memphis Park Commission purchase 43.22.

Unknown Maker, English. Young Boy’s Waistcoat, ca. 1720. Linen with silk embroidered appliqués. Gift of the Decorative Arts Trust 95.2.

ImaginationCamille Pissarro, French, 1831–1903. La ruelle des Poulies à Pontoise, ca. 1872. Oil on canvas. Gift of Mr. and Mrs. Hugo N. Dixon 53.60.

ReflectionCarroll Cloar, American (active in Memphis), 1913–1993. Where the Southern Cross the Yellow Dog, 1965. Casein tempera on Masonite. Brooks Fine Arts Foundation purchase 65.17. © Estate of the artist.

Opinion Chakaia Booker, American, b. 1953. Untitled, 2002. Rubber tire and wood. Memphis Brooks Museum of Art purchase; funds provided by Wil and Sally Hergenrader 2006.33. © Chakaia Booker.

CreativityRobert Arneson, American, 1930–1992. Brick Self-Portrait, 1979–1981. Ceramic. Gift of Art Today and Robert Fogelman, Dr. Tom Gettelfinger, Wil and Sally Hergenrader, Carla Hubbard, Mickey Laukhuff, Marjorie Liebman, Jan Singer and Zeno Yeates 85.7. © Estate of Robert Arneson/VAGA, New York, NY.

David Bates, American, b. 1952. The Cat Man, 1986. Oil on canvas. Purchased by Art Today and Edith Caywood, Jean Clouspy, Robert Fogelman, Tom Gettelfinger, Wil and Sally Hergenrader, Peggy Jalenak, Lorraine Kroul, Mickey Laukhuff, Jan Singer, and Zeno Yeates; additional contributors include Sheryl Bowen, Mrs. Evelyn Buchanan, Marjorie Polk, Jennie Samelson, Mrs. Tommie Shobe, and Mr. Chuck Wise 86.5.1. © David Bates.

William-Adolphe Bouguereau, French, 1825–1905. Au pied de la falaise (At the Foot of the Cliff), 1886. Oil on canvas. Bequest of Morrie A. Moss 93.4.

Leon Bonhomme, French, 1870–1924. La Femme en vert (The Woman in Green), 1909. Oil on paper board. Memphis Brooks Museum of Art purchase; funds provided by Mr. and Mrs. Larry Duggins 2007.26.

Ernest C. Withers, American, 1922–2007. Young Woman Receives Voter Registration Card, Fayette County, Tennessee, 1960. Gelatin silver print, printed from original negative in 1999. Memphis Brooks Museum of Art purchase with funds provided by Ernest and Dorothy Withers, Panopticon Gallery, Inc., Waltham, MA, Landon and Carol Butler, The Deupree Family Foundation, and The Turley Foundation 2005.3.105. © Withers Family Trust.

Ralph E. W. Earl, American (b. England), 1788–1838. Portrait of General Andrew Jackson, President of the United States, 1833. Oil on canvas. Memphis Park Commission purchase 46.2.

This gallery guide is printed for educational use only (not for commercial sale).

Memphis Brooks Museum of Art

In Overton Park 1934 Poplar Avenue Memphis, TN 38104

brooksmuseum.org 901 544 6200