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Student Learning In An Art Museum A Study Of Docent Led Tours And Changes In Docent Training To Improve Visitors Experiences
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Book Synopsis Student Learning in an Art Museum: a Study of Docent-led Tours and Changes in Docent Training to Improve Visitors' Experiences by : Barbara Zollinger Sweeney
Download or read book Student Learning in an Art Museum: a Study of Docent-led Tours and Changes in Docent Training to Improve Visitors' Experiences written by Barbara Zollinger Sweeney and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This is a case study focusing on student learning on docent-led tours in art museums. It is a participant case study in that I am Educator for Docent and Public Programs at the Columbus Museum of Art. The primary goal of this study is to describe and measure student learning on a docent-led, thematic tour that in part ustilizes an interactive exhibition, Eye Spy: Adventures in Art. Eye Spy contextualizes authentic works of art. This study also focuses on the use of evaluation tools for measuring student learning, including semantic maps and webs, and one-on-one interviews. The use of arious forms of maps and webs as evaluation tool has only recently been introduced into museum settings. The study also recounts and provides examples of changes in docent raining and training materials developed as the study progressed. Art museums are often perceived as elitist institutions founded by 'robber barons' and serving an audience of wealthy patrons. This study reconts a different reality where most art museums are mid-size or small. These intitutions are founded by middle class or upper middle class citizens, and serve large numbers of school children throuth studio programs, cams, outreach and docent-led tours. A background history of American art museums and their education function as well as background on the foundations of the Columbus Museum of Art are contextualize this study. Docent led tours are primary educational functions of museums. This study is intended to stimulate more research concerning this important subject.
Book Synopsis Teens as Museum Learners by : Lauren V. Yockel
Download or read book Teens as Museum Learners written by Lauren V. Yockel and published by . This book was released on 2010 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: In museum education, learning is often understood as a process by which visitors construct their own understanding or meaning through interactions with objects. This thesis describes the meanings that high school students attribute to their overall museum visit and to specific works of art encountered on docent-led tours. Over the past two decades, museum educators have purposefully sought a greater understanding of how learning occurs in the museum and a transformation in the museum's relationship with teenagers. Despite the progress made through these initiatives, many museums have not fully considered the learning experiences of their high school student visitors. To move towards an understanding of these experiences, this thesis investigated three questions. What occurs when students make meaning of artworks as a result of their participation in single-visit, docent-led tours? Are students forming personal meaning as a result of connections between their lived experience and artworks? Do students consider their museum experience and/or specific artworks to be personally meaningful? Working with an encyclopedic art museum and three high schools, I implemented an action research project in two phases. First, I observed docent-led tours and interviewed three volunteer docents at the museum. Next, utilizing a case study approach to each school, I studied the museum visit experiences of 73 high school students. Each case study utilized the following data collection methods: (a) written questionnaire, (b) collage-making activity within one week of the tours, and (c) short interviews with a subset of students two months later. These methods provided students with multiple opportunities to reflect on their museum visit and various means (written, visual, and verbal) of expressing their ideas. In my early research, I discovered that the docent participants believe in the potential for students to form personal meaning, but they lack the means to verify whether or not this occurs on their tours--the same difficulty I had in observing tours. In working with students, I heard many narratives of personal meaning and observed students forming meaning with each opportunity they had to reflect on their museum visit. Moreover, the students who did form personal meaning often made sense of artworks in relation to their self-identity and general life experience. In conclusion, I consider how museum and school educators can work together to extend students' meaning making opportunities and how museum education could benefit from research and evaluation that is grounded directly in student experience.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Book Synopsis From Periphery to Center by : Pat Villeneuve
Download or read book From Periphery to Center written by Pat Villeneuve and published by National Art Education Association (NAEA). This book was released on 2007 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines museum education from the perspective of 33 authors from the field, resulting in a collective vision elevating the function of education within museums. A variety of perspectives offered throughout the collection of essays push further thinking and encourage robust debate. Both museum practitioners and university-level students will find the contents of this book useful as it delves into theory, but it also informs on exemplary models of practice. Museum education has developed much over the past 20 years, yet there remains an opportunity to advance its position within art museums with effective practice and the creation of successful programs.
Book Synopsis Teaching in the Art Museum by : Rika Burnham
Download or read book Teaching in the Art Museum written by Rika Burnham and published by Getty Publications. This book was released on 2011 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching in the Art Museum investigates the mission, history, theory, practice, and future prospects of museum education. In this book Rika Burnham and Elliott Kai-Kee define and articulate a new approach to gallery teaching, one that offers groups of visitors deep and meaningful experiences of interpreting art works through a process of intense, sustained looking and thoughtfully facilitated dialogue.--[book cover].
Book Synopsis Docent Remix by : Christine A. Jones
Download or read book Docent Remix written by Christine A. Jones and published by . This book was released on 2012 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Museum scholarship has focused on the critical self-evaluation museums have undergone in the last century that has lead to a transformation of the museum paradigm. By shifting focus from operating as what some might argue as myopic collecting institutions to the visitor experience of the museums content. Focusing on the visitor experience has given museums an opportunity to become better acquainted with the communities they serve through perusing innovative ways to involve and collaborate with their constituencies. Art museums rely heavily on docents to act as interpreters of museum content shortening the distance between the institutional intent, artworks and the museum visitors. There has been a considerable amount of the research done on how art museum visitor's benefit from guided tours presented by art museum docents. Yet, there is still little research on the perceived motivations, barriers and contours of experience of docents actively participating as museum educators in art museums today. This research looked at the motivations, perceived barriers and contours of experience of art museum docents through four profiles of art museum docents serving in the modern museum. This research found that individual art museum docents cite different specific motivations for becoming art museum docents. The motivations cited by respondents of this study were; a love of art, an enjoyment of being in social environments, valuing life-long learning, and seeing themselves as people who have the skills necessary to facilitate engaging educational experiences using art objects. From this research art museum docent program administers will be better able to recruit enthusiastic and diverse individuals to serve as art museum docents to meet the educational goals in the 21st century.
Book Synopsis An Introduction to Art by : Charles Harrison
Download or read book An Introduction to Art written by Charles Harrison and published by Yale University Press. This book was released on 2020-03-10 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: At once engaging, personal, and analytical, this book provides the intellectual resources for the critical understanding of art Charles Harrison’s landmark book offers an original, clear, and wide-ranging introduction to the arts of painting and sculpture, to the principal artistic print media, and to the visual arts of modernism and post-modernism. Covering the entire history of art, from Paleolithic cave painting to contemporary art, it provides foundational guidance on the basic character and techniques of the different art forms, on the various genres of painting in the Western tradition, and on the techniques of sculpture as they have been practiced over several millennia and across a wide range of cultures. Throughout the book, Harrison discusses the relative priorities of aesthetic appreciation and historical inquiry, and the importance of combining the two approaches. Written in a style that is at once graceful, engaging, and personal, as well as analytical and exact, this illuminating book offers an impassioned and timely defense of the importance and value of the firsthand encounter with works of art, whether in museums or in their original locations.
Book Synopsis Docents and Docent-led Tours for Adolescents at Two Suburban New York Art Museums by : Karen Morgan Miller
Download or read book Docents and Docent-led Tours for Adolescents at Two Suburban New York Art Museums written by Karen Morgan Miller and published by . This book was released on 2000 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study is based on a series of thirteen weekly discussions which were conducted by a middle school art teacher and a small group of volunteer docents at a suburban New York art museum, with the intention of adapting docent touring techniques to better meet the developmental and academic needs of adolescents.
Book Synopsis Docents' Trait by : Ming-Kei Wes Chan
Download or read book Docents' Trait written by Ming-Kei Wes Chan and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Docents' Trait: a Docent-led Approach in Enriching Visitors' Experience in Cultural Tours: a Case Study of "our Rocking City" by HULU Culture" by Ming-kei, Wes, Chan, 陳銘基, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The term docent is from the Latin word "docere" meaning "to teach." In the contemporary tourism literature, docents is one of the subsets under the umbrella of tour guide and defines as "professional and effective volunteers who takes visitors to tour the museum in limited duration for free." Nowadays, docents are not only attach in the museum and art gallery but also provide help in visitor centers or outdoor sites. Although there were lots of training, guidelines and even literatures define what a docent should do in conducting tours, very few of them investigate what docents' view on their tasks and how they handle a group of visitors with different needs in realistic setting. Thus, understanding how the docents perceived their roles in tours and how they perform in actual practice would definitely help the tour organizers to develop tailor-made training programmes that fit docents' needs and retain the volunteers for long term. This research explores how docents perceive their roles as an experience broker and how do they interact with visitors in the cultural tours designed by a non-profit organization in Hong Kong. The resultant dissertation from the research aims to examine docents' views on enriching visitor experience as well as their performance in practical setting - conducting local cultural tours for Hong Kong residents. The case study approach has been adopted, focusing on the cultural tours in the "Our Rocking City" project organized by HULU Culture in June 2015. Subjects: Heritage tourism - China - Hong Kong
Book Synopsis The Art Museum as Educator by : Barbara Y. Newsom
Download or read book The Art Museum as Educator written by Barbara Y. Newsom and published by Univ of California Press. This book was released on 2023-12-22 with total page 2255 pages. Available in PDF, EPUB and Kindle. Book excerpt: This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1978.
Book Synopsis Leaving the Lecture Model Behind by : Rachel Marie Vogt
Download or read book Leaving the Lecture Model Behind written by Rachel Marie Vogt and published by . This book was released on 2016 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: For many institutions, docents are both an integral and exasperating element of museum education (Burnham & Kai-Kee, 2011; Karp & Crow, 2014). Integral because, as volunteers, docents provide cultural institutions with the manpower to expand the reach of their educational missions, and exasperating, because, as volunteers, it is often difficult to hold them to the same institutional standards of public engagement as paid staff. Through a qualitative case study that describes the policies and practices of the docent training program at the Columbus Museum of Art (CMA), this study explores how the CMA effectively changed docent teaching from a lecture to an inquiry model, and how it now equips its docents with the ability to facilitate an art experience that actively involves its visitors. Through an exploration of what constitutes effective practice, the author seeks to uncover the cultural and institutional forces that prohibit museum docents from progressing from the lecture-based model to a more visitor-centered, inquiry-based teaching practice. Data suggests that the CMA’s success is due, in large part, to consistent modeling of teaching practice in docent education, as well as to the institution’s commitment to creating and supporting opportunities for life-long, transformative learning.
Download or read book Docent Details written by Ivy Hendy and published by . This book was released on 2013-05-15 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Docent Details is a one-of-a-kind book that describes docent life in art museums. If you ever wondered what museum life for an art docent consists of, this is the book for you. Ivy Hendy, an experienced docent, has created a non-technical, easy to read book for the would-be art docent or the tour guide wanting fresh tips. Being an art docent is an exceptional, lifelong pursuit, suitable for young and old. This user-friendly book will clarify and charm. Humorous illustrations and elucidating photos reinforce the absorbing stories and narrative. The book motivates, helps and encourages and along the way there are entertaining, fun-filled disclosures that you will discover about the odd, funny, rousing, bizarre and aggravating details that occur in day-to-day docent touring. There are eight chapters in the book. Each chapter speaks to a central theme that is encountered in both art docent training and in the actual pursuit of giving tours. For example, Docent Details answers the questions: do you need to be an artist and do you need to know anything about art to become a docent in an art museum? Also in the book are explanations and descriptions about the beginnings of art and art institutions, launching a tour, speaking to the public, what is necessary to know, making the case for contemporary art, and building relationships. From the beginning of docent training to becoming a full-fledged tour guide in an art museum, this amusing and practical book will answer questions you never thought to ask.
Download or read book Tour Talk written by Jean A. Graves and published by . This book was released on 2020 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to explore art museum tours for adults from the perspective of docents (teaching volunteers). Theorists have long pressed museum educators to take up visitor-centered practices, and museum educators have tried to implement new teaching techniques. However, in my work as a docent trainer, I observed that many docents appeared uncomfortable with visitor-centered pedagogy, especially when touring adults. They continued to make objects the center of their teaching. I eventually realized I should learn more about docents' own understandings of adult visitors and adult tours but found few docent voices represented in the literature. Thus, a twofold problem emerged: first, that adult tours need to be understood in practice, and second, that docents' perspectives need to be heard. Six docents from one museum contributed to this study, which employed qualitative methods including tour observations, video-supported interviews, and a focus group. The study's key finding is that the docents seemed to pursue two, not entirely compatible, goals: to provide adults with institutionally authorized information about works of art, and to help them construct knowledge from their own observations. The data suggest that the docents developed strategies to accommodate or work around these conflicting demands, which they then shared with their colleagues. This observation has ramifications for staff who oversee docents. The findings also have implications for future research. Currently, museum scholars are asking visitors important questions, but they neglect a resource close at hand: the insights of museum workers who serve visitors face to face. By elevating the contributions of these discounted workers, researchers may prompt museum leaders to reflect on entrenched hierarchies and be inspired to promote equity in their museums.
Book Synopsis Activity-Based Teaching in the Art Museum by : Elliott Kai-Kee
Download or read book Activity-Based Teaching in the Art Museum written by Elliott Kai-Kee and published by Getty Publications. This book was released on 2020-01-28 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking book explores why and how to encourage physical and sensory engagement with works of art. An essential resource for museum professionals, teachers, and students, the award winning Teaching in the Art Museum (Getty Publications, 2011) set a new standard in the field of gallery education. This follow-up book blends theory and practice to help educators—from teachers and docents to curators and parents—create meaningful interpretive activities for children and adults. Written by a team of veteran museum educators, Activity-Based Teaching in the Art Museum offers diverse perspectives on embodiment, emotions, empathy, and mindfulness to inspire imaginative, spontaneous interactions that are firmly grounded in history and theory. The authors begin by surveying the emergence of activity-based teaching in the 1960s and 1970s and move on to articulate a theory of play as the cornerstone of their innovative methodology. The volume is replete with sidebars describing activities facilitated with museum visitors of all ages. Table of Contents Introduction Part I History 1 The Modern History of Presence and Meaning A philosophical shift from a language-based understanding of the world to direct, physical interaction with it. 2 A New Age in Museum Education: The 1960s and 1970s A brief history of some of the innovative museum education programs developed in the United States in the late 1960s and 1970s. The sudden and widespread adoption of nondiscursive gallery activities during this period, especially but not exclusively in programs designed for younger students and school groups, expressed the spirit of the times. Part II Theory 3 Starts and Stops Two attempts by American museum educators to articulate a theory for their new, nondiscursive programs: the first deriving from the early work of Project Zero, the Harvard Graduate School of Education program founded by the philosopher Nelson Goodman to study arts learning as a cognitive activity; the second stemming from the work of Viola Spolin, the acclaimed theater educator and coach whose teaching methods, embodied in a series of “theater games,” were detailed in her well-known book Improvisation for the Theater (1963). 4 A Theory of Play in the Museum A theory of play that posits activities in the museum as forms of play that take place in spaces (or “playgrounds”) temporarily designated as such by educators and their adult visitors or students. Play is defined essentially as movement—both physical and imaginary (metaphorical)—toward and away from, around, and inside and outside the works of art that are foregrounded within those spaces. Gallery activities conceived in this way respond to the possibilities that the objects themselves offer for the visitor to explore and engage with them. The particular movements characterizing an activity are crucially conditioned by the object in question; they constitute a process of discovery and learning conceptually distinct from, but supportive of, traditional dialogue-based modes of museum education, which they supplement rather than supplant. Part III Aspects of Play 5 Embodiment, Affordances The idea of embodiment adopted here recognizes that both mind and body are joined in their interactions with things. Investigating works of art thus involves apprehending them physically as well as intellectually—in the sense of responding to the ways in which a particular work allows and even solicits the viewer’s physical grasp of it. 6 Skills Ways in which objects present themselves to us, as viewers, and what we might do in response as they fit with the bodily skills we have developed over the course of our lives. Such skills might be as simple as getting dressed, washing, or eating; or as specialized as doing one’s hair, dancing, playing an instrument, or acting—all of which may allow us to “grasp” and even feel that we inhabit particular works of art. 7 Movement Embodied looking is always looking from somewhere. We apprehend objects as we physically move around and in front of them; they reveal themselves differently as we approach them from different viewpoints. Viewers orient themselves spatially to both the surfaces of objects and to the things and spaces depicte4d in or suggested by representational works of art. Activity-based teaching gets visitors and students to move among the objects—away from them, close to them, and even into them. 8 The Senses Both adult visitors and younger students come to the museum expecting to use their eyes, yet “visual” art appeals to several of the senses at once, though rarely to the same degree. Sculpture, for example, almost always appeals to touch (whether or not that is actually possible or allowed) as well as sight. A painting depicting a scene in which people appear to be talking may induce viewers to not only look but also “listen” to what the figures might be saying. 9 Drawing in the Museum Looking at art with a pencil in hand amplifies viewers’ ability to imaginatively touch and feel their way across and around an artwork. Contour drawing by its nature requires participants to imagine that they are touching the contours of an object beneath the tips of their pencils. Other types of drawing allow viewers to feel their way around objects through observation and movement. 10 Emotion Visitors’ emotional responses to art represent a complex process with many components, from physiological to cognitive, and a particular work of art may elicit a wide range of emotional reactions. This chapter describes specific ways in which museum educators can go well beyond merely asking visitors how a work of art makes them feel. 11 Empathy and Intersubjectivity One aspect of viewers’ emotional responses to art that is often taken for granted, if not neglected altogether: the empathetic connections that human beings make to images of other people. This chapter advocates an approach that prompts viewers to physically engage with the representations of people they see. 12 Mindful Looking Mindfulness involves awareness and attention, both as a conscious practice and as an attitude that gallery teachers can encourage in museum visitors. This is not solely a matter of cultivating the mind, however; it is also a matter of cultivating the body, since mindfulness is only possible when mind and body are in a state of harmonious, relaxed attentiveness. Mindfulness practice in the art museum actively directs the viewer’s focus on the object itself and insists on returning to it over and over; yet it also balances activity with conscious stillness. Afterword Acknowledgments
Book Synopsis Hooray for Diffendoofer Day! by : Jack Prelutsky
Download or read book Hooray for Diffendoofer Day! written by Jack Prelutsky and published by Knopf Books for Young Readers. This book was released on 1998-04-20 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: Started by Dr. Seuss, finished by Jack Prelutsky, and illustrated by Lane Smith, Hooray for Diffendoofer Day! is a joyous ode to individuality starring unsinkable teacher Miss Bonkers and the quirky Diffendoofer School (which must prove it has taught its students how to think--or have them sent to dreary Flobbertown). Included is an introduction by Dr. Seuss's longtime editor explaining how the book came to be and reproductions of Dr. Seuss's original pencil sketches and hand-printed notes for the book—a true find for all Seuss collectors! Jack Prelutsky and Lane Smith pay homage to the Good Doctor in their own distinctive ways, the result of which is the union of three one-of-a-kind voices in a brand-new, completely original book that is greater than the sum of its parts. For all of us who will never forget our school days and that special teacher, here is a book to give and to get.
Book Synopsis Museum Education for Today's Audiences by : Jason L. Porter
Download or read book Museum Education for Today's Audiences written by Jason L. Porter and published by Rowman & Littlefield. This book was released on 2022-02-15 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today’s museum educators are tackling urgent social issues, addressing historic inequalities of museum collections, innovating for accessibility, leveraging technology for new in-person and virtual learning experiences, and cultivating partnerships with schools, businesses, elders, scientists, and other social services to build relationships and be of service to their communities. Despite the physical distance the pandemic placed between museums and their visitors, museum educators have remained essential -- sustaining connections with the public through virtual or modified programming, content development, and conversations that they are uniquely qualified to execute. Educators require updated resources to guide their efforts in navigating these new challenges and building upon the opportunities presented by current events and changing audiences. This book and its accompanying on-line resource share lessons from innovators in the field to support ongoing professional development efforts with essays about current issues. Additionally, it provides new models and tools to guide individual or group reflection on how today’s museum educators can adapt and thrive in a dynamic and ever-changing cultural sector. The additional resources include discussion prompts and adaptable templates to allow readers to customize the content based on current events, institutional discipline, size, budget, and staffing scenario of their organization. The book’s essays are divided into three sections: Changing expectations of visitors - inclusion, participation, and technology Training and preparation for responsive, resourceful educators Models for the future While a book can share ideas in the hope of inspiring change, the accompanying online resource (www.EvolveMuseumEd.com) provides a more flexible and responsive forum for sharing ongoing and evolving resources to encourage professional development for museum educators as they respond to the changing needs of today’s audiences.
Book Synopsis Museum Docents' Understanding of Interpretation by : Amanda C. Neill
Download or read book Museum Docents' Understanding of Interpretation written by Amanda C. Neill and published by . This book was released on 2010 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
