Author: Shawnette Brown

Seeing the World Through a Different Lens at MOCA Taipei

One of the unexpected highlights of my time in Taipei was visiting the Museum of Contemporary Art Taipei (MOCA Taipei), which was my last place to visit before heading to the airport.

Unlike a traditional art museum where you quietly walk past paintings hanging on the wall, this was a truly immersive experience. Many of the exhibits were separated by black curtains, creating the feeling of stepping into a completely different world with each room. Video, sound, sculpture, and interactive installations encouraged visitors to slow down, reflect, and experience the artwork rather than simply observe it.

One exhibit included these words:

“The world is indeed an aesthetic membrane: it becomes what you give it.”

That message will stay with me. It reminded me that our perspective shapes how we experience the world. If we approach life with curiosity, gratitude, and hope, we begin to notice opportunities to learn and grow.

One of my biggest takeaways was realizing that I didn’t have to understand every piece of art immediately. In fact, I believe that’s often the artist’s intention. Great art invites us into a conversation. It lingers in our minds, challenges our thinking, and encourages us to keep asking questions long after we’ve left the gallery.

Before taking photos and videos, I asked the museum staff about their photography policy. They kindly explained that photography was permitted without flash, and visitors could record videos up to one minute in length. I appreciated that the museum welcomed visitors to capture memories while also protecting the artwork and respecting the artists’ wishes.

I also enjoyed exploring the neighborhood surrounding the museum. Just a few blocks away, I noticed a junior high school, which naturally caught my attention as a teacher. Across from the museum was an art center. There were charming cafés, small shops, and creative spaces that made the entire neighborhood feel vibrant, welcoming, and full of inspiration.

As an Educator…
This visit sparked several ideas that I hope to bring back to my classroom.

Share photographs from my visit with my students and discuss how contemporary artists communicate ideas through different forms of media.

Collaborate with our school’s art teacher on a cross-curricular project that encourages students to explore contemporary art, creativity, and perspective.

Encourage students to understand that they don’t always have to “figure out” a work of art. Sometimes the greatest value comes from experiencing it, reflecting on it, and allowing it to spark questions that continue long after they leave.

Perhaps my greatest takeaway wasn’t about a particular exhibit at all.

It was the reminder that we don’t always need immediate answers.

Sometimes the greatest learning comes from experiencing something that lingers—something that continues to challenge us and shape our thinking days after we’ve walked away. I believe that is exactly what many artists hope their work will do.

If you’re planning a visit to Taipei, I highly recommend adding MOCA Taipei to your itinerary. Leave yourself enough time to wander, wonder, and reflect. You may leave with more questions than answers anf that’s a good thing.

One of the things I appreciate most about traveling internationally is that it pushes me outside of my comfort zone. Sometimes that means navigating a language barrier, learning unfamiliar customs, or experiencing forms of art that challenge the way I think. My visit to the Taipei Fine Arts Museum did all three.

Unlike the National Palace Museum, which celebrates thousands of years of history through treasured artifacts, the Taipei Fine Arts Museum invited visitors to wrestle with ideas. The exhibitions weren’t simply meant to be viewed. They were meant to be experienced and I appreciate the opportunity.

One installation that stayed with me was Mud Man by Japanese artist Chikako Yamashiro. Set in both Okinawa, Japan, and Jeju Island, South Korea, the video installation uses the image of “mud men” to explore the lasting impact of war, memory, migration, and hope. The figures journey through history carrying the scars of conflict before emerging into new life. Having just come from South Korea, where I had spent days learning about the Korean War and visiting the DMZ, this exhibit resonated deeply. It reminded me that the effects of war are never confined by national borders; however, they shape generations of people across East Asia.

Another piece that challenged my thinking was If History Were Written by Plants by Taiwanese artist Lu Ming-Te. The artist imagines history not through the perspective of kings, governments, or military leaders, but through the eyes of nature itself. Plants, animals, insects, and birds become storytellers, suggesting that the natural world witnesses human history in ways we often overlook. It was a powerful reminder that history is not only about people. History is also about the environments in which people live and the ecosystems that endure long after conflicts have ended.

I also spent time exploring the museum’s remarkable exhibition Surrealism: Worlds in Dialogue. Featuring works by artists such as Salvador Dalí, René Magritte, and Max Ernst alongside contemporary artists, the exhibition explored how Surrealism continues to influence artists a century after André Breton published the Manifesto of Surrealism in 1924.

Surrealism has never been my favorite artistic movement. I’ll admit that many of the paintings left me scratching my head. But after reading the exhibit panels, I began to understand its purpose. Rather than painting the world as it appears, Surrealist artists sought to explore dreams, unconscious thoughts, fears, desires, and the irrational parts of the human mind. They challenged viewers to question what is real, what is imagined, and how our own experiences shape the way we interpret the world. Museum visitors had space to create their own original drawings that  were hung up on display.

As an educator, that was perhaps my greatest takeaway.

Learning doesn’t always happen when something immediately makes sense. Sometimes the greatest learning happens when we encounter ideas that initially confuse us, forcing us to slow down, ask questions, and consider perspectives different from our own.

That is exactly what this museum encouraged me to do.

The Taipei Fine Arts Museum isn’t simply a place to admire beautiful artwork. It is a place that invites curiosity, critical thinking, and meaningful conversations. It asks visitors not just to look at art but to reflect on history, memory, identity, nature, conflict, and the human experience itself.

The National Palace Museum preserved the treasures of the past. The Taipei Fine Arts Museum challenged me to think about the present and to also imagine the future.

Both reminded me why I love learning. And both will undoubtedly influence how I teach my students back home.

My visit to the National Palace Museum was extraordinary. I spent nearly four and a half hours exploring its collections, beginning on the third floor and working my way down through each level. Every gallery offered something new to discover, and I found myself stopping often to read the exhibits and appreciate the incredible craftsmanship on display.

It’s difficult to choose a favorite section because each one told a different story about Taiwan’s cultural heritage and the artistic traditions that have shaped East Asia. One exhibit that truly fascinated me was the collection of inkstones. Before this visit, I had never fully understood their importance. Learning that scholars often carried small, portable inkstones with them while traveling so they could write wherever inspiration struck gave me a new appreciation for the value placed on education, literature, and the written word.

The calligraphy galleries were equally inspiring. Seeing poetry preserved through beautifully written characters reminded me that writing itself can be an art form. Every brushstroke reflected patience, discipline, and creativity.

I was also captivated by the tapestries. Their intricate patterns, vibrant colors, and detailed craftsmanship demonstrated an extraordinary level of artistic skill. Another highlight was the pottery and ceremonial vessels. I was amazed by the precision and beauty of the designs, especially considering that many of these pieces were created centuries ago.

The jade collection was breathtaking. Like many visitors, I waited in line to see the museum’s famous jade cabbage, and it was well worth it. The intricate carving transformed a single piece of jade into something that looked remarkably lifelike, demonstrating the incredible talent of the artisans who created it.

Beyond the beauty of the artifacts, I left with a deeper appreciation for the power of preserving history. The museum houses nearly 700,000 objects, representing centuries of artistic achievement, political change, cultural exchange, and human creativity. Walking through its galleries helped me better understand how Chinese civilization has influenced the region and how Taiwan has preserved these treasures for people from around the world to experience.

This was more than a museum visit—it was a journey through history, art, literature, and culture. I left inspired by the enduring legacy of those who created these masterpieces and grateful for the opportunity to experience one of the world’s great museum collections firsthand.

As an educator, I often find myself learning just as much outside the classroom as I do inside it. One of the things that fascinated me during my time in Taipei was the city’s use of public signage. Everywhere I went—whether on the MRT, in museums, parks, or along busy streets—there were clear, thoughtful signs that communicated expectations and promoted safety.

I imagine the people of Taipei have grown so accustomed to these visual reminders that following them has become second nature. As a visitor, however, I found them incredibly meaningful. The signs weren’t just giving directions; they reflected a culture that values respect, shared responsibility, and the well-being of the community.

It reminded me that teaching doesn’t only happen in schools. Communities also educate. The environments we create, the messages we display, and the expectations we communicate all shape behavior and help people feel safe and informed.

As I continue my journey of studying educational systems and cultures around the world, I’m reminded that some of the most powerful lessons come from simply observing how communities care for one another. Taipei’s thoughtful use of public signage is something I’ll remember—and perhaps even draw inspiration from as I continue creating welcoming, organized, and inclusive learning spaces for my own students.

Listening to Craig reflect on his visit to the Korean Demilitarized Zone (DMZ) over coffee yesterday morning caused me to think about my friend Lisa’s informative presentation during the NCTA South Korea Study Tour that we both participated in, as well as my own experience. The three of us represent different grade levels and disciplines, yet each of us came away with valuable insights that have made us more informed educators.

Craig, a high school history teacher, shared what it meant to stand in a place he had taught about for years. Experiencing the DMZ firsthand transformed it from a historical topic into a lived experience. That experience will undoubtedly deepen the way he teaches the Korean War, the division of the Korean Peninsula, and the ongoing realities of the DMZ. His students will benefit from learning from someone who has not only studied history but has also stood where history continues to unfold.

Lisa, an art teacher, approached the experience from a different perspective. She became fascinated by the historical complexities that led to the creation of the DMZ and the lasting impact those events have had on the Korean people. Learning this history in its authentic context broadened her understanding while strengthening her empathy and appreciation for Korea’s rich, resilient, and at times painful history. It is a reminder that history shapes every discipline, including the arts.

As an elementary teacher, I know my role is different. I introduce history in age-appropriate ways, building foundational understanding through stories, photographs, maps, primary sources, and carefully selected picture books. My goal is not simply to teach historical facts, but to help children develop empathy, curiosity, critical thinking, and a broader understanding of the world around them.

Standing at the DMZ and looking across into North Korea reminded me of the human cost of conflict. I thought about families separated by borders, people forced to flee their homes, and children whose lives are forever changed by war. Those moments also brought to mind the International Day of Peace and the importance of helping students understand not only why conflicts occur, but why peace, diplomacy, and human connection matter.

Whether teaching elementary students, high school history, or visual arts, we all share the privilege and responsibility of helping the next generation understand not only what happened in history, but why those stories continue to matter today.

This experience also reinforced something I have come to believe deeply: we need to reimagine professional development. Too often, professional learning takes place within the four walls of a conference room. Yet some of the most transformative learning happens when educators step into the places they teach about, engage with local communities, ask questions, and experience history and culture firsthand.

That is exactly what happened to Lisa, Craig, and me. We each took what I like to call a “teacher field trip.” We returned not only with more knowledge, but with deeper empathy, richer context, and renewed inspiration for our students. Experiences like these remind us that travel is far more than tourism. It is professional learning at its very best.

History is not simply something we read about. It is something we can witness, reflect upon, and use to inspire meaningful learning in our classrooms.

#GlobalEducation #DMZ #SouthKorea #HistoryEducation #ElementaryEducation #TeachingForPeace #GlobalLearning #TravelToLearn #EducatorsWhoTravel #FulbrightTGC #FulbrightTeachers #NCTAPittsburgh #NCTAOhioState #EastAsiaEducation