Example
Magnifying Movement
E-Learning Heroes has long guided my work creating art-based learning modules that build visual literacy skills and weave the arts across the curriculum. These modules encourage students to look closer and think deeper about works of art. When I first saw morphing in action, I thought it was engaging—but wondered whether it could truly serve instructional value. This magnifying movement may be more metaphor than method, but it’s a start.
This module was inspired by chaotic museum tours with my young family. The hopes of a shared learning experience were quickly dashed the moment my three competitive children spotted the first interactive button. The rest of the visit was a free for all as they ran pell-mell through the galleries, trying to be the first to mash the next button. The light or sound it triggered crowned the victor. My attempts to explain the displays went entirely unheard as the three terrors dashed off to their next conquest. The best I could do was slow them down with “truth bombs”—the more scandalous, the better.
- “The newspapers said that artist died painting a sunrise, but he was actually killed in a barroom brawl the night before.”
- “This artist, who was bald, hid a sneaky self-portrait in that painting—maybe two. Can you find him?”
- “That painting’s basically a group selfie—and the artist is teasing his friend, a notorious playboy, and a lady who made headlines with her own affairs.”
Please share this with anyone who shares that same button-mashing curiosity.
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