Museo Universidad de Navarra

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    Measuring the Rothko experience in school visitors to modern art museums
    (Taylor & francis Group, 2022) Urpí-Guercia, C. (Carmen); Reparaz-Abaitua, C. (Charo); Echarri-Iribarren, F. (Fernando)
    Recent studies in museum education focus on the quality of visitor experience to help engagement.To understand how it occurs when it comes to dealing with young visitors to modern art museums,the researchers studied the esthetic experience of Mark Rothko’s masterpiece Untitled (1969) with678 primary and 335 secondary students. Four dimensions—sensory, emotional, cognitive, andspiritual, are taken into consideration for the development and preliminary validation of a specificinstrument to evaluate the so-called “Rothko experience.” Based on quantitative data analysis,results suggest that school visitors can experience Mark Rothko’s modern art intensely by perceivingchanges in its color and other sensory features while making self-references to time and spacevanish. Besides, cultural background makes a difference in intensely experiencing Rothko’s modernart. Suggestions are made for the development of pedagogical strategies that engage youngaudience in museum experience of modern art.
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    The color of COVID-19: a creativity program to manage emotions during a pandemic
    (Monograph, 2021) Echarri-Iribarren, F. (Fernando); Barrio-Fernández, T. (Teresa); Urpí-Guercia, C. (Carmen)
    Museums can incorporate major events into their educational programs, such as the COVID-19 pandemic, which is currently affecting many aspects of society at the personal, family, school, and community levels. COVID-19 has become a subject of interest for people who are likely to profit from educational institutions. This includes the Museum of the University of Navarra, which has elected to transform the pandemic situation into an educational opportunity. To this end, it has developed a program dedicated to promoting creative and emotional intelligence in school children through art, entitled “256 colors, after Vik Muniz”. This is a collaborative project involving 704 primary school children from 23 schools. The program uses creativity to encourage introspection that helps in emotional identification and management during the pandemic by looking for meaningful experiences as a method of promoting more significant learning. Creativity is enhanced through contextual synergies using real artworks from the Museum’s own exhibitions, especially “256 colors, after Gerhard Richter” (2015) by the Brazilian artist Vik Muniz. The pandemic has forced the Museum to adapt the educational program for both in-person implementation at the Museum or virtually, in the classroom. In the latter case, the visit to the Vik Muniz exhibition was conducted virtually.