- OPEN MONDAY-SATURDAY
- 10 a.m. to 4:30 p.m.
1234 W Tory Hill St, Milwaukee, WI 53233
We invite you to collaborate with us to integrate Haggerty Museum collections, exhibitions and programs into the Marquette curriculum.
The Haggerty's curator for academic engagement assists faculty with the development of curriculum-structured museum sessions. Classes can be tailored to the needs of professors from all disciplines and can focus on current exhibitions or works from the museum's permanent collection.
For example, recent Spanish classes have learned about the life and art of Salvador Dalí, Picasso and other Spanish artists. History students have been able to view works by the 16th-century master Albrecht Durer, as well as works by noted German Expressionist artists, and Theology students have studied Old Testament Scripture through the prints of Marc Chagall.
The Haggerty can serve as an extension of your classroom, with sessions taking place in the galleries. Visit our exhibitions page to learn more about what is currently on view. For ideas, click here to view sample class assignments or worksheets developed by your colleagues in conjunction with past exhibitions and the permanent collection.
Works of art can be brought up from storage to provide support for your classes. You can use our electronic database to search the permanent collection by name of the artist, title of the work, nationality, object type and time frame. You can also use the document Looking at the Collection as a resource for more in-depth information about several highlights from the permanent collection (additional works will be added over time).
To develop a class, please contact Lynne Shumow at email@example.com or (414) 288-5915. Self-guided classes also need to be scheduled in advance.
The Haggerty Museum seeks proposals from Marquette faculty interested in developing innovative, collections-based exhibitions and projects that can be integrated into classroom curriculum. Past examples:
This guide will assist with ways to look at the Haggerty's collection.
The following ideas can be adapted to a wide range of course themes and critical issues:
Students choose a work of art and write a short descriptive paragraph about it. They then exchange descriptions with a partner and must locate the other work in the gallery. When they find the correct work, they write their own response. Excellent for visual analysis, translating the visual to the verbal, and visual critique.
Explore multiple viewpoints in a variety of ways and practice respectful discourse and dialogue.
Students are given cards with icons to signify a variety of responses to art or a particular theme (love/hate/confusion, agree/disagree) and are asked to place icons in front of works that elicit a response. Works that gain the most responses, or the greatest variety of responses, become the subjects of discussion as students explain their choices. Excellent to practice critical viewing skills and translating the visual into the verbal. Language courses: good for conversation and practicing the subjunctive.
Instructors identify issues explored in the course and choose corresponding artworks currently on display. Small groups are given an issue and relevant background material on the artwork. The students must discuss their issue in relation to the image or object and formulate a short presentation. Excellent for issues-based courses or intermediate language levels.
Students identify works that illustrate key concepts from class (this is about looking and reacting, not finding a right answer). They write a headline and an image caption to explain the connection. Students present their captions in small groups and select one to present to the class. The class identifies the work and caption they feel best illustrates the concept. Excellent for testing conceptual understanding and application.
Students choose an artwork and, relying on close visual examination, consider their personal response (how they feel about the work and why they think that is) and the relationships between the art and its setting (what other works are displayed nearby, what are the relationships between them?). After reading the object label or background information, they evaluate how the work relates to its time period, cultural movement or a critical issue. They share their responses with classmates. Helpful for exploring opinion versus fact, and applying critical concepts to visual material.
Students hunt for works by following clues and a map. To get the next clue, they must answer questions about the works they locate. Excellent for developing viewing skills and cooperative efforts. Language application: developing vocabulary, reading comprehension and writing.
The Haggerty Museum’s permanent collection and temporary exhibitions offer many opportunities to strengthen foreign language skills. The activities listed above can all be utilized in this context. Below are additional ideas and examples made specifically with language courses in mind: