READINGS - University of Texas at Dallas



The Art of Examination Course Spring 2017 UT Southwestern Medical School – Med 1039 Course Directors: Bonnie Pitman, Distinguished Scholar in Residence, Edith O’Donnell Institute of Art History, UT Dallas Heather Wickless, MD, (faculty sponsor) Assistant Professor of Dermatology, UTSWAmanda Blake, Interim Director of Education, Dallas Museum of ArtCourtney Crothers, UTSW Art CuratorRATIONALEThe Art of Examination is a preclinical elective focusing on developing skills for clinical diagnosis through looking at works of art. Through experiences with artwork, students in the course will improve visual literacy skills, which are the ability to observe, analyze, interpret, and make meaning from information presented in the form of an image and relates to both examining patients as well as artwork. The course uses the power of art to promote the analysis and communication necessary in addressing ambiguity in the physical exam and patient interaction. We discuss factors influencing what we see, and how we interpret visual information. Other topics include conservation, artists with disease, empathy, physician burnout and cultural influences, with their implications for medical practice. Participants will cultivate habits of close observation, inspection, and cognitive reflections to shape his or her early medical career. Students will learn to synthesize observations and one’s own knowledge and experiences as well as an awareness of the collaborative thinking process of the group, a skill vital to successful clinical practice.The class will engage students in discussions, drawing and writing exercises, lectures, and interactive experiences that will foster communication. This is not an art history class and students need no previous training in art to participate. The course meets in accordance with the schedule at the Dallas Museum of Art, Nasher Sculpture Center, The Warehouse, The Crow Collection of Asian Art, and UT Southwestern Medical Campus.COURSE GOALS To make detailed observations and improve visual analysisTo communicate observations more effectivelyTo identify how emotions and bias can affect objective observationsOBJECTIVESDemonstrate visual analysis skills through accurate and detailed descriptions of art and clinical imagesIncrease comfort speaking and writing about visual observations Develop strategies for dealing with ambiguity and evaluating diverse interpretations Demonstrate empathetic communication in the discussion of the human bodyIncrease student engagement with the arts, The Dallas Museum of Art and other museums FORMAT7 two-hour sessions THURSDAYS 5-7pmSmall group discussions and lecturesDrawing, writing, or other creative activity each weekMinimum of 20 students, capped at 30Classes are held at The Dallas Museum of Art, Nasher Sculpture Center, The Warehouse, The Crow Collection of Asian Art, and UT Southwestern CampusCOURSE STRUCTUREEach class meets at the designated museum for that date. We will discuss the agenda for that date and work in large and small groups directly with works of art in the galleries to develop visual literacy skills through observation, description, analysis, collaborative interpretations, and presentations of their findings. Each session has a wrap-up discussion for students to provide feedback and discuss how the activity might apply to clinical practice. Sessions will incorporate drawing, photography and writing. READINGSPitman, Bonnie. The Dallas Museum of Art: A Guide to the Collection; Dallas Museum of Art, 2011.Elkins, James. The Object Stares Back: On the Nature of Seeing. Harvest, Harcourt Press, 1996Naghshineh, Sheila, Janet P. Hafler, Alexa R. Miller, Maria A. Blanco, Stuart R. Lipsitz, Rachel P. Dubroff, Shahram Khoshbin, and Joel T. Katz. "Formal Art Observation Training Improves Medical Students’ Visual Diagnostic Skills." Journal of General Internal Medicine 23.7 (2008): 991-97. Web., Pamela B., Suzanne Isken, and Robert M. Tager. "From Contemporary Art to Core Clinical Skills: Observation, Interpretation, and Meaning-Making in a Complex Environment." Academic Medicine 86.10 (2011): 1272-276. Web. EVALUATIONSStudents attending 7/8 sessions and completing a course evaluation will fulfill requirements for course transcript acknowledgment and a passing grade. Evaluations are used to improve future curriculum.Shuttle Transportation to and from UT Southwestern campus will be providedMISSED CLASSES: Contact Betty Shaw, Enrichment Electives Coordinator 214-648-9176A courteous 2-day notice for missed classes with arrangement for a substitute student to attend in lieu of the absent student is polite and requested.ART OF EXAMINATION Enrichment Elective - MED - 1039, 2017THURSDAYS from 5-7 PMSession 1 ?????????? Feb 2Dallas Museum of Art?Session 2????????????Feb 9Dallas Museum of Art? Session 3 ???????????Feb 16The Warehouse Session 4 ???????????March 9Nasher Sculpture Center and The Crow Collection of Asian ArtSession 5????????????April 20Clements Hospital (4:00 pm – 6:00 pm)Session 6 May 4Dallas Museum of Art?Session 7 May 11Stoffel Collection Visit Session 8 May 18Dallas Museum of Art?Note: Change from original syllabus: no class on March 16??There is a minimum of 20 Students with a maximum of 30 for this year’s elective. A wait-list for students beyond the maximum limit will be created and maintained by Betty Shaw. The Art of Examination UTSW – Medical School 1039Session 1 ???????Feb 2, 2017????Dallas Museum of Art?Introduction to Visual Examination of Works of Art:OBSERVING and DESCRIBINGFaculty:Bonnie Pitman, Distinguished Scholar in Residence, University of Texas at Dallas Heather Wickless, MD, MPH, Assistant Professor of Dermatology, UTSWAmanda Blake, Interim Director of Education, Dallas Museum of ArtCourtney Crothers, UTSW Art CuratorWelcome and introductions to the courseIntroduce the course and the value of looking closely at works of art and how it relates to developing diagnostic skills. Dr. Heather Wickless and Bonnie PitmanCourse overviewObservation, visual inspection, with interpretation and verbal communication are essential in medical practice. These visual skills are also used in analyzing works of art. Close visual inspection and cognitive reflection can help students learn to synthesize observations with one’s experiences as well as consider the collaborative thinking process of the group, a skill vital to successful clinical practice. This course is designed to enhance students’ core clinical skills through guided instruction in observation, description and interpretation of visual arts.Course Goals: - To make detailed observations and improve visual analysis- To communicate observations more effectively- To identify how emotions and bias can affect objective observationsObjectives:Demonstrate visual analysis skills through accurate and detailed descriptions of art and clinical imagesIncrease comfort speaking and writing about visual observations Develop strategies for dealing with ambiguity and evaluating diverse interpretations Demonstrate empathetic communication in the discussion of the human bodyIncrease student engagement with the arts, The Dallas Museum of Art and other museums IV: Practicing Observational Skill with Works of Art Bonnie Pitman and Amanda Blake 91440064135914400796290Jean Baptiste Marie Pierre, Abduction of Europa, 1750Jean Baptiste Marie Pierre, Abduction of Europa, 1750Activity: Visual Analysis and Timed Looking: Look and write about the work, then look and discuss after the analysisAbduction of EuropaGather as a large group in front of the painting and invite students to look closely for 90 secondsAsk students to turn away from the painting and record everything that they remember in their journalsInvite students to return to looking at the painting and discuss what they've written in their journalsWhat part of the painting first caught your attention?Invite a volunteer to read their analysis to the groupWhat was on everyone else's list?What did your classmate see that you did not?What have we missed?Discuss the narrative/story as it relates to the paintingDiscuss - what happened before and after this moment?Have the students turn their backs to the painting again and ask them who in the painting is looking directly at you Discuss the artist's biography - what was happening in David's life at the time of this paintingKEY POINTSWe all see things differentlyLooking as a team is beneficial and helps to gather more information, interpretations, and observationsImportant to slow down and spend time looking at works of artMove to Level 45-6 PMPRACTICE OF PHYSICAL EXAMINATIONACTIVITY Drawers & Describer activityBegin with large group discussion about physical examinationsWhen does a physical examination occur?What characteristics and qualities is a doctor looking for during the initial examination?What is challenging about doing a physical examination, or what might you anticipate to be challenging?Drawers and DescribersPartners will be assigned and works of art will be pre-selectedDemonstrate basic description techniques for students; for example, dividing the work of art into quadrants to describe, dividing up measurements based on inches or finger digitsOne student in each pair will be the describer and will face their selected portrait. The other student in the pair, the drawer, will sit facing the describer. The describer will describe the figure in the portrait, with a focus on the face. The drawer will draw the figure based on the verbal description given by the describer.After 15 minutes, the pair will take a moment to compare and contrast the drawing with the work of art.Partners switch roles and repeat the activity with a different portrait.Group DiscussionGather as a large group and discuss challenges about the activityWhat did you notice about your abilities to listen during the activity? What about your ability to describe during the activity?How could you have been more precise or descriptive?READINGS – distribution of the readings and Handbook for the DMA Collection, Human Body, Session 2 EXTENSION ACTIVITY FOR FEBURARY 9: Think about healing practices. Identify 5 objects in your life, past or present that you personally relate to healing practices and record/illustrate in your journal. The Art of Examination UTSW – Medical School 1039Session 2 ?????????? Feb 9, 2017????????Dallas Museum of ArtIntroduction to Visual Investigation with Art: Objects of HealingFaculty:Bonnie Pitman, Distinguished Scholar in Residence, University of Texas at Dallas Heather Wickless, MD, MPH, Assistant Professor of Dermatology, UTSWAmanda Blake, Interim Director of Education, Dallas Museum of ArtCourtney Crothers, UTSW Art CuratorWelcome and introduction to classCourse overviewObservation, visual inspection, with interpretation and verbal communication are essential in medical practice. These visual skills are also used in analyzing works of art. Close visual inspection and cognitive reflection can help students learn to synthesize observations with one’s experiences as well as consider the collaborative thinking process of the group, a skill vital to successful clinical practice. This course is designed to enhance students’ core clinical skills through guided instruction in observation, description and interpretation of visual arts.Course Goals: - To make detailed observations and improve visual analysis- To communicate observations more effectively- To identify how emotions and bias can affect objective observationsObjectives:Demonstrate visual analysis skills through accurate and detailed descriptions of art and clinical imagesIncrease comfort speaking and writing about visual observations Develop strategies for dealing with ambiguity and evaluating diverse interpretations Demonstrate empathetic communication in the discussion of the human bodyIncrease student engagement with the arts, The Dallas Museum of Art and other museums JOURNAL REVIEWDiscuss the entries in the student journals to identify 5 objects that relate to healing practices.IV. Artists as Patients Presentation on artists with illnessesLarge group discussion about artists and the impact of diseases on their artSelected artists- Monet, Matisse, Van Gogh, Pollock, Rothko etc. and the impact of their diseases on their artCreative responses to making artArtists representation of illness – Rembrandt and EakinsLOOKING closely with mind and bodyGroup discussion on looking at works of art Take time, open to new ideas, reflect, attend Focus attention, generate ideas and meaning, observe, discover, learnCreate multiple interpretations, respond with senses, looking closely is never completely done, use imagination, intuition and create new ideas COMPARE and CONTRAST Visual Investigations: Human form from different cultures GROUP 1 – AGE AND ANCESTRY Phillip Evergood, Portrait of My Mother, American Gallery, level 4Indonesian Ancestor figures – Batak, Indonesian Galleries, level 3GROUP 2 - PROTECTIONHenry Moore, Second floor landing?????Vishnu as Varaja, South Asian Gallery, level 3GROUP 3 – DEATH AND MOURNINGVirgin of Sorrows, Colonial Gallery, level 4Funerary figure (tau-tau), Indonesian Galleries, level 3 GROUP?4 – HEALING AND RENEWAL African Cross River Region, Headcrest,?Efut peoples; African Galleries, level 3Xipe impersonator, Ancient American Galleries, level 4GALLERY ACTIVITIESLOOKING and POSING ACTIVITIES Gather in small groups Invite students to view the work for 60-90 secondsAsk students to record in their journals a list/inventory of what they see in the artwork and compare and contrast to the companion piece Where did your eyes go first?What do you think this culture defined and depicted as beautyHow is the figure posed and what do you think the meaning isHow is the figure adornedWhat would the figure do next if it could moveHave someone read their list out loud to the groupWhat are items on everyone’s list?What did your classmate see that you did not?What have we missed?Posing Ask one student to take the pose of the figure and arrange themselves as carefully as possible in that poseHave the other students assist in adjusting and arranging the posed student more preciselyTake photos to document changes The photos will be shared in the concluding presentaion in the auditoriumConclude the large discussion as a group. What are key points for us to take away?We all see things differentlyArtist over time and in different cultures see and create beauty differently Benefits of looking together as a group; gathering more information through visual observations and interpretationsSlowing down; spending time looking at one work of artEXPLORE AND DEEP LOOKINGInvite students to look on their own with works of art.Ask students to find an object that brings comfort. Spend time looking at the object.Sketch the object.Create a poem about the object.Write about which element of design is evident in the object. Conclusion and Review of ClassEXTENSION ACTIVITY FOR FEBRUARY 16 AT THE WAREHOUSE: Close your eyes and listen carefully to the sounds around you. Identify and in your journal list 5 sounds that give you feelings of joy, and 5 sounds that foster stress. Be prepared to discuss in class on February 16.Look at the Warehouse website to prepare for the visit on February 16: Art of Examination UTSW – Medical School 1039Session 3 ????? Feb 16, 2017??? Rachofsky Warehouse? Introduction to Contemporary Art: Collaborative Thinking and Close LookingFaculty:Bonnie Pitman, Distinguished Scholar in Residence, University of Texas at Dallas Heather Wickless, MD, MPH, Assistant Professor of Dermatology, UTSWAmanda Blake, Interim Director of Education, Dallas Museum of ArtCourtney Crothers, UTSW Art CuratorGuest Lecturer: Thomas Feulmer, Director of Educational ProgrammingActivity ideas: respond to a work with sound, or create soundsCourse Goals: To make detailed observations and improve visual analysisTo communicate observations more effectivelyTo identify how emotions and bias can affect objective observationsObjectives:Demonstrate visual analysis skills through accurate and detailed descriptions of art and clinical imagesIncrease comfort speaking and writing about visual observations Develop strategies for dealing with ambiguity and evaluating diverse interpretations Demonstrate empathetic communication in the discussion of the human bodyIncrease student engagement with the arts, The Dallas Museum of Art and other museums JOURNAL REVIEWSelect students will share sounds in their days that give feelings of joy and sounds that give feelings of stress. Collecting contemporary works of art: The Rachofsky CollectionThe Warehouse is a project initiated by Howard Rachofsky and Vernon Faulconer to make their collections available to curators, scholars, critics and students, and to open new dialogues about postwar Modern and contemporary art. At the heart of the project is an adapted industrial building in Dallas, containing art storage facilities, an extensive library, and 18,000 square feet of flexible exhibition space. Here, The Warehouse presents carefully considered, original exhibitions of works from the Rachofsky and Faulconer collections, complemented by art acquired jointly with the Dallas Museum of Art and works on loan from other significant institutions and private collections. For more information about The Warehouse, please visit: Additionally, leadership from Dallas’s cultural community, comprised of the Marguerite and Robert Hoffman Collection, the Cindy and Howard Rachofsky Collection, and the Collection of Deedie and Rusty Rose joined together in 2005 to vest Dallas with their distinguished collections, securing the Dallas Museum of Art’s future, enhancing its encyclopedic collection, and further establishing the city of Dallas as a center for the study and enjoyment of contemporary art. The gifts to the Museum, which will include all future acquisitions and will enter the DMA’s collection over time, encompass more than 800 works from these three outstanding private collections of modern and contemporary art into the DMA’s permanent collection.Visual Inventory and Group InterpretationExplore Peter Coffin’s work and discuss the definition of ‘play’. Determine how ‘play’ factors into our lives and the relevance of it. Is the idea of play as important or as inherit in animals as it is in humans? Brainstorm ways that participating in activities defined as ‘play’ can help aid in burnout issues that medical students and doctors may be dealing with on a daily basis.Looking Closely and InterpretationDivide into groups and students select a work of art.Small group discussions to answer: What might this artist know about, care about, or believe in?Each group shares thoughts.Deep Looking Students participate in focused looking on a select work of art. Independent interpretation writing reflection in journal:How is this work interesting?What mood does this work of art evoke?What message was the artist trying to portray?While exploring the collection, students reflect on a song and match the song with a work of art. Students share comparisons between songs and artworks. KEY POINTSWe all see things differentlyLooking as a team is beneficial and helps to gather more information, interpretations, and observationsImportant to slow down and spend time looking at works of artEXTENSION ACTIVITY FOR MARCH 9: In your journal, note what times of day you are the most and the least mindful and record 2-4 of each in your journal.Look at the Nasher Sculpture Center website and the Crow Collection of Asian Art websites to prepare for the visit on March 9: Art of Examination UTSW – Medical School 1039Session 4 ?????????? March 9, 2017??????????Nasher Sculpture Center and Crow Collection of Asian Art?Faculty:Bonnie Pitman, Distinguished Scholar in Residence, University of Texas at Dallas Heather Wickless, MD, MPH, Assistant Professor of Dermatology, UTSWAmanda Blake, Interim Director of Education, Dallas Museum of ArtCourtney Crothers, UTSW Art CuratorGuest Lecturers: Anna Smith, Curator of Education, Nasher Sculpture CenterColleen Borsh, Manager of School and Family Programs, Nasher Sculpture CenterLynda Wilbur, Manager of Tour Programs, Nasher Sculpture CenterIntroduction to the Nasher CollectionOverview and scope of the collectionRaymond and Patsy Nasher as collectors: why they pursued sculptureJOURNAL REVIEWSelect students will share their most and least mindful times of day.Serra ActivitiesRe-seeing: Experiencing My Curve Are Not Mad in space and through drawingDrawing is Thinking: Viewing Serra’s prints through timed drawing exercises and quotesMoving Through Space: Connecting Serra with Richard Long through movementVerbs: Altered paper exercise and documentationConcluding discussion and transition to the Crow Collection of Asian ArtCrow Collection of Asian Art: MINDFULNESS in ACTIONI. ?????????? Walking Meditation ????????? ?*Stools set up in Grand Gallery Before leaving the Nasher, give brief introduction and tell students we will be walking across the street and into the Crow Collection but ask them to do so without speaking and to be aware of what’s around them and notice any changes they experience during the walk, let them know that they can leave any backpacks, food, drink at the front deskLead students to the Grand Gallery through the museumAsk students to share any observations. What did they notice? What did they notice that perhaps they wouldn’t have if they had not been given the instructions they were?Ask students what the benefits of this increased awareness may beInstructions and History of the Crow Introduction: Jill, share brief history of the Crow, museum always freeIntroduction: Shoshana, share reasons for wellness programs and approach at the CrowIII. ???????? Think, Puzzle, Explore Ask students what they think about mindfulness. What is their definition? Is it relevant to their work? What are the positives of being mindful? Share out. Ask students what puzzles them about mindfulness? What do they not know or understand? What do they have questions about?Ask students what they want to want to explore in regards to mindfulness?IV. ???????? Journey through the landscape This is a smaller space. Give students 2 minutes to walk around the space, being mindful of others around them, as well as the space. Ask them to look at the works as they are walk, and stop and look longer at any works that draw their attention. Ask them to notice what small parts/details make up the whole painting (such as brushstrokes)After two minutes of exploring, ask students to find work that makes them feel calm or that exhibits calmness in some way. Have students share out what about the work induces and exudes calmnessAsk students to now find a space in the landscape and take a step inside, imagining they are now standing in that spaceLead them through awareness of the five senses to explore the scene they are within. Now draw attention even further inward to the breath. Lead them through awareness of sensations in the body caused by breath. Have students open their eyes. Share out how that felt. Ask how they think the artist may have felt when creating these works.Share out what they experienced (what did you see, taste, touch, smell, hear..)Share context about these paintingsThey incorporate travel and photography as well as memory, imagination, balance, and knowledge of traditional Chinese Ink Painting through artists collaborationJourney through a Chinese LandscapeChinese landscape paintings are imbued with the artist’s emotions and personal connectionsTake final comments, questions about this gallery.V. ?????Focus Activity: Awareness of the parts that make up the whole (15)Lead students through an activity of focusing on the entire work as well as focusing on the smallest details. Have them start in the back of the room looking at the entire Facade then move closer to look at the details. Share observationsShare context of geometric patterning in Islamic art and architecture. Possibilities of limitless growth. Hundreds of craftsmen working on sections of the whole. Relate to the human body. Complex. When you focus on one system is important to gain deeper knowledge and awareness of the entire being. The small section also relates to the whole. One can’t exist without the otherTake any final comments or questions. Walk to Landscape Relativities?in Garden Gallery. Once in the new space ask if anyone felt more aware of their surroundings as we walked.VI. ??Conclusion: Think, Puzzle, Explore Ask students again what they think about mindfulness. When could they use these practices in everyday life or in their studies, future careers? What benefits could they find in using mindfulness in their medical practices?Ask students what still puzzles them about mindfulness? Ask students what they still want to explore about mindfulness? EXTENSION ACTIVITY FOR APRIL 20 AT CLEMENTS HOSPITAL: Identify pantone colors that are on your body (eyes, hair, and skin). Take a photo of the body part that matches a Pantone color, make a list in your journal of at least 5 color matches and be prepared to discuss in class at on April 20.Review the work of Joseph Albers:Interaction of Color by Josef Albers on the App Store - iTunes - Apple at the Clements Hospital websites to prepare for next week’s visit: : APRIL 20 class will be held from 4:00 pm – 6:00 pm The Art of Examination UTSW – Medical School 1039Session 5 ?????????? April 20, 2017????????Clements Hospital?Visual Exploration: The Color RedFaculty:Bonnie Pitman, Distinguished Scholar in Residence, University of Texas at Dallas Heather Wickless, MD, MPH, Assistant Professor of Dermatology, UTSWAmanda Blake, Interim Director of Education, Dallas Museum of ArtCourtney Crothers, UTSW Art CuratorClinical: Dermatology Presentation Color perception; how are hues of color depicted and presented different on various shades of skin tone?Discuss skin variations.JOURNAL REVIEWDiscuss the entries in the student journals to identify pantone colors that are on students’ bodies (eyes, hair, and skin). Color Exploration: Joseph Albers’s Interactions of Color: Red Review Albers’s Interaction of Color and discuss visual perception with color.Color Interaction ActivityDistribute Pantone papers in various colors. Invite students to play with colors and reflect on various color value in different hues. Ask students to explore how the colors change and vibrate when placed next to different color selections. Groups of students may work with one another to change and refine color selections.Color Interaction Activity: Match skin tone with Pantone color chipView a selection of photos from the previous Extension Activity. Review various color values in different hues. Discuss differences in undertones between similar colors and how those differences become pronounced when colors are placed together. Tour of the Clements Hospital Color and beyond Collaborative problem-solvingStudents gather in front of Dornith Doherty’s series, Millennium Seed Bank Research Seedlings and Lochner-Stuppy Test Garden.In groups of 4-5, analyze the work and develop a “diagnosis” for what is being depicted. Elect a member to present the group’s diagnosis.Discussion and reveal [Provide title of work and copies of artist interview]As you discussed the work, did group members offer perspectives you had not considered?Was your diagnosis correct?178684511338400Application of Alber’s Interactions of ColorConvene in front of Oli Sihvonen’s painting Untitled 117 (1963) – 3rd floorStudy the work for 60 secondsGroup discussion: Composition – are the ovals on the same axis? Are they the same size? How many ovals do you see?Color – do some ovals seem to recede? How many colors do you see? Does color affect the perceived size of the ovals? What lessons can you draw from this exercise that you might apply clinically?89535012192000Identifying subtle differences; color and layering Gather around Spencer Finch mobile – 3rd floor Quietly look at the work for 2 minutes.Discuss what you seeAny differences in the panes of glass?2 different sizes3 levels of opacityHow does this work make you feel? What was the artist’s intention?16002005016500Gather around the Liam Gillick piece – 1st floorQuietly look at the work for a momentObserve the effects of the layered Plexiglas What new colors are created by layering?What effect does the colored Plexiglas have on the view beyond?How does this work affect the surrounding area? 178308010731500EXTENSION ACTIVITY FOR MAY 4: In your journal define the difference between Empathy, Sympathy and Compassion Identify and list in your journal 5 ways that you have been empathetic and 5 ways that you have been sympathetic. Be prepared to discuss in class on May 4.The Art of Examination UTSW – Medical School 1039Session 6 ?????????? May 4, 2017???????Dallas Museum of ArtExploring Empathy and Observing in New WaysFaculty:Bonnie Pitman, Distinguished Scholar in Residence, University of Texas at Dallas Heather Wickless, MD, MPH, Assistant Professor of Dermatology, UTSWAmanda Blake, Interim Director of Education, Dallas Museum of ArtCourtney Crothers, UTSW Art CuratorCourse Goals: To make detailed observations and improve visual analysisTo communicate observations more effectivelyTo identify how emotions and bias can affect objective observationsObjectives:Demonstrate visual analysis skills through accurate and detailed descriptions of art and clinical imagesIncrease comfort speaking and writing about visual observations Develop strategies for dealing with ambiguity and evaluating diverse interpretations Demonstrate empathetic communication in the discussion of the human bodyIncrease student engagement with the arts, The Dallas Museum of Art and other museums JOURNAL REVIEWShare the difference between Empathy, Sympathy and Compassion and the ways that they have been both empathetic and sympathetic. Empathy and sympathyGroup discussion How might you use empathy and sympathy in practice? Think about giving bad news, end of life situations, dealing with caregivers, etc.Brainstorm: how have you expanded your sense of empathy since being in medical school?Visual Investigations: Empathy and Compassion with works of artLEVEL 4Gothic Bed, c. 1844, Crawford RiddellWhat are some words to describe this piece of furniture?What type of person would have this bed?Can a piece of furniture tell a story? What type of story might this one tell?What do people do in beds?4343400-22860000Does this bed look comfortable?Would this bed go in your bedroom? What other types of furniture would you want to have, if this were your bed?Compare an object’s history with a patient’s historyShare object file info. What more did you learn about the history and care of this object by studying the files?LEVEL 3434340020510500Standing power figure (nkisi nkondi)Late 19th-early 20th centuryWood, Iron, Raffia, Ceramic, Pigment, Kaolin, Red Camwood, Resin, Dirt, Leaves, Animal Skin, and Cowrie ShellLook at the statue from all sides. How would you describe this artwork to a friend?This sculpture is called an nkisi nkondi. It was made for a specific purpose, and the materials that it is made from help itpreform its function. Take the pose of this nkisi. What about this artwork do you think is (or isn’t) powerful-looking? Identify something you find to be beautiful about this artwork.What connections do you have with this artwork?Review x-rays. How do these findings compare to those of a patient’s x-rays? What more did you learn about the nkisi by studying the x-rays?LEVEL 343434009017000Buddha Sakyamuni, c. 13th century, gilded bronze, 2006.21What do you notice about this work of art?Discuss spread of Buddhism and t language of symbols and hand gestures.Listen to Thai chant and meditateStand in the posture of the Sculpture—notice the placement of the body and discuss the relaxed or alert statusLEVEL 2Apollo and Diana Attacking the Children of Niobe, Jacques-Louis David, 1772, oil on canvasAnalyze the composition of the painting and develop a story from the clues that are in the image.If you were a doctor in this scene, who would you treat first and why?Pick one person in this painting and explore what they might be thinking.What is going on in this scene?IV. CONCLUSIONConclude the large discussion as a group. What are key points for us to take away?Benefits of looking together as a group; gathering more information through visual observations and interpretations.Gained sense of empathy by spending time looking at works of art and making inferences about emotions, stories, and culture imbedded in an artwork.Drawing connections between the history of an object and the history of a patient.EXTENSION ACTIVITY FOR MAY 11, VISIT THE STOFFEL COLLECTION: In your journal make notes on 3-5 of the artist the Stoffels have in their collection: Gerhard Richter, Robert Ryman, Ellsworth Kelly, Martin Kippenberger, and Andy Warhol. Do research about Dallas Art Collectors – we have an amazing group of people who support the DMA and Nasher. The Art of Examination UTSW – Medical School 1039Session 7?????????? May 11, 2017?????????????Stoffel CollectionConversation and tour of the Paul and Gayle Stoffel CollectionFaculty:Bonnie Pitman, Distinguished Scholar in Residence, University of Texas at Dallas Heather Wickless, MD, MPH, Assistant Professor of Dermatology, UTSWCollectors:Paul and Gayle StoffelI. Introduction to Collectors Gayle and Paul StoffelJOURNAL REVIEWShare comments and questions about 3 of the artists the Stoffels have in their collection with the Stoffels and group (Gerhard Richter, Robert Ryman, Ellsworth Kelly, Martin Kippenberger, and Andy Warhol.)Share research about other Dallas art collectors.Gayle and Paul Stoffel When Gayle and Paul Stoffel ran out of room for their collection, they demolished?their Dallas home of 17 years to make way for a 15,000-square-foot house designed specifically for their?sizable?holdings of paintings, sculptures, and works on paper. As Gayle commented in 2013 they realized they wanted “to live with the art, not just visit it.” The Stoffels’ collection covers 60 years of postwar art and includes works by Ellsworth Kelly, Martin Kippenberger, and Andy Warhol, among many others. While they have their favorite pieces, all of the Stoffels’ works are well-loved…and well-lighted. Theirs is the first residence to be honored with custom lighting from L’Observatoire International—the same company that has done lighting design for the Metropolitan Museum of Art and the Guggenheim Abu Dhabi.EXTENSION ACTIVITY FOR MAY 18 AT DALLAS MUSUEM OF ART: In your journal, identify 5 ways that you take care of yourself through preventative maintenance and 5 things you do to improve your appearance. Be prepared to discuss in class. The Art of Examination UTSW – Medical School 1039Session 8?????????? May 18, 2017???? Dallas Museum of Art?The Science of Conservation Faculty:Bonnie Pitman, Distinguished Scholar in Residence, University of Texas at Dallas Heather Wickless, MD, MPH, Assistant Professor of Dermatology, UTSWAmanda Blake, Interim Director of Education, Dallas Museum of ArtCourtney Crothers, UTSW Art CuratorGuest Lecturers:Laura Hartman, DMA Conservation FellowJOURNAL REVIEWSelect students will share things they do to take care of themselves through preventative maintenance and things they do to improve their appearance. Introduction to Conservation and PartnershipsConservation presentations by Laura Hartman and Bonnie Pitman Discussion of the connection between conservation science and medical practice, including technical resources and the documentation process of works of art. Duel Tours of the DMA Conservation Lab with Laura Hartman and Object Conservation Lab and Bonnie PitmanDMA conservators tour students through objects and the painting conservation labs learning about analyzing objects and the process for examination and repair.Students work in teams of 3-4 to select an object and work together to complete a condition report on an object in the two conservation studiosCome together as a large group to discuss experience of creating an object report as a team and how it relates to their conservation tours and healing and curing in medical care.EVALUATION of the Class Invite students to complete course evaluation while gathered at the last stop on Level 2 ................
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