Museum Without Entrance

Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum Without Entrance thumbnail
Museum without entrance thumbnail
Museum without entrance thumbnail
Museum without entrance thumbnail
Museum without entrance thumbnail
Museum without entrance thumbnail
Museum without entrance thumbnail
Museum without entrance thumbnail
Museum Without Entrance
Museum Without Entrance
Museum Without Entrance
Museum Without Entrance
Museum Without Entrance
Museum Without Entrance
Museum Without Entrance
Museum Without Entrance
Museum Without Entrance
Museum Without Entrance
Museum Without Entrance
Museum Without Entrance
Museum without entrance
Museum without entrance
Museum without entrance
Museum without entrance
Museum without entrance
Museum without entrance
Museum without entrance

Zoo­log­i­cal Museum

Zoo­log­i­cal Museum

Zoo­log­i­cal Museum

Zoo­log­i­cal Museum

Zoo­log­i­cal Museum

Zoo­log­i­cal Museum

Folk Art Collection

Folk Art Collection

Folk Art Collection

Folk Art Collection

Folk Art Collection

Folk Art Collection

ASAP Locks

ASAP Locks

ASAP Locks

ASAP Locks

ASAP Locks

ASAP Locks

ASAP Locks

The Muse­um With­out Entrance (MWE) devel­ops from the idea of decen­ter­ing and cre­at­ing options in our pre­scribed rela­tion­ships to cul­tur­al activ­i­ties. The project, by artist Rodri­go Her­nan­dez-Gomez, brings togeth­er col­lec­tors, pri­vate col­lec­tions and audi­ences in the City of Toron­to to cre­ate the MWE. Her­nan­dez-Gomez worked with 5 dif­fer­ent class­es, at a range of dif­fer­ent schools in the city, and with 3 dif­fer­ent collectors.

The vis­its become an encounter with the collector’s par­tic­u­lar point of view, on his or her motives and method of col­lect­ing, as well as the par­tic­u­lar­i­ties of the site where the arti­facts are kept. The col­lec­tion and the site togeth­er express a lot about local his­to­ry and val­ues. This expe­ri­ence is meant to open up a time/space that allows the stu­dents to draw con­nec­tions between them­selves, the arti­facts in the col­lec­tion and the city. In a tra­di­tion­al muse­um, the rela­tion­ship between the arti­facts, the col­lec­tor and the vis­i­tor often main­tain an imper­son­al qual­i­ty and a com­plex sym­bol­ic distance.

Two prepara­to­ry ses­sions were held before the vis­it to the col­lec­tion and one ses­sion after­wards. In the fol­low up ses­sion, the class had a chance to respond to their over­all expe­ri­ence with the project.

Zoo­log­i­cal Museum
Sec­ondary school stu­dents vis­it­ed the Con­tem­po­rary Zoo­log­i­cal Con­ser­va­to­ry main­tained by Mor­gan Mavis in her home on Toronto’s west side. The stu­dents cel­e­brat­ed a rib­bon cer­e­mo­ny at the back of the build­ing. Mor­gan spoke about her prac­tice as col­lec­tor of taxi­dermy, his­to­ry and cul­tur­al recep­tion, and she even baked choco­late cookies!

From the CZC, the stu­dents walked over to a friend­ly artist-run cen­tre called Art Metro­pole where they dis­cussed respons­es to the vis­it and browsed through mag­a­zines and art books.

Folk Art
Stu­dents vis­it­ed Mr. Fujikawa and his Folk Art col­lec­tion. Much of Mr. Fujikawa’s col­lec­tion comes from Nova Sco­tia. Dur­ing the vis­it, Mr. Fujikawa played part of a doc­u­men­tary film on folk art. The stu­dents watched the film in his liv­ing room, ate pop­corn and tried hard to under­stand the onscreen artists’ accents. The stu­dents con­duct­ed a rib­bon cer­e­mo­ny at the entrance to Mr. Fujikawa’s home.

ASAP Locks
MWE worked with two Grade 11 visu­al art class­es who vis­it­ed ASAP Locks, owned by lock­smith Patrick Fly­nn. Stu­dents moved through the shop as they lis­tened to Patrick­’s anec­dotes and tech­ni­cal descrip­tions of arti­facts. The col­lec­tion includes pad locks, lock­ing mech­a­nisms, safe box­es, and hand­cuffs. The stu­dents con­duct­ed two rib­bon cer­e­monies to inau­gu­rate the muse­um: one at the entrance of the school and anoth­er at the entrance to ASAP Locks.