The Gardner Museum’s Educator-In-Residence Program offers innovative educators time to reflect on their practice.
Beginning in 2012, the Gardner's Education Department has invited an outstanding museum educator to spend a month in residence at the Museum. We look for thoughtful individuals interested in exploring the theoretical underpinnings of museum education practice and the changing role of education departments in today’s art museums. Residents spend four weeks at the Gardner pursuing a topic of their choice while sharing ideas with Gardner staff and area museum educators. Residents have drafted book chapters, conducted workshops on label writing, investigated how families experience the Gardner galleries, and considered the ideal configuration of an education department. These contributions to the field of museum education. The Educator-In-Residence Program helps spark dialogue about art and ideas, contributing to the ongoing discussion about the future of museums.
Judith M. Koke is the Richard and Elizabeth Currie Chief, Public Programming and Learning at the Art Gallery of Ontario. She came to this position from the Nelson-Atkins Museum of Art in Kansas City, where she was the Director of Education and Interpretive Programs. In that capacity she was charged with leading the institutional change required from moving from a place where teaching happened to a platform for learning. Prior to that post, she was the Deputy Director, Education and Public Programming at the Art Gallery of Ontario, where she developed and implemented a pan-institutional program of visitor research, leading a cultural change to support data-driven, visitor-centered decision making. She has spent many years in visitor research, both internally and as a consultant, and has taught at the University of Toronto, George Washington University, and the University of Colorado. Judy has published broadly in the museum field; her most recent publications are Interpretive Planning for Museums: Integrating Visitor Perspectives in Decision Making, and chapters on participatory exhibition development in both Multiculturalism in Art Museums Today, and in the upcoming Visitor-Centered Exhibitions and Edu-Curation in Art Museums.