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Author: Gaea Leinhardt
Publisher: Routledge
ISBN: 1135640378
Category : Education
Languages : en
Pages : 462
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Book Description
What do people learn from visiting museums and how do they learn it? The editors approach this question by focusing on conversations as both the process and the outcome of museum learning. People do not come to museums to talk, but they often do talk. This talk can drift from discussions of managing the visit, to remembrances of family members and friends not present, to close analyses of particular objects or displays. This volume explores how these conversations reflect and change a visitor's identity, discipline-specific knowledge, and engagement with an informal learning environment that has been purposefully constructed by an almost invisible community of designers, planners, and educators. Fitting nicely into a small but rapidly expanding market, this book presents: *one of the first theoretically grounded set of studies on museum learning; *an explicit presentation of innovative and rich methodologies on learning in museums; *information on a variety of museums and subject matter; *a study on exhibitions, ranging from art to science content; *authors from the museum and the academic world; *a range of methods--from the analysis of diaries written to record museum visits, to studies of preservice teachers using pre- and post-museum visit tests; *an examination of visitors ranging from age 4-75 years of age, and from known and unknown sample populations; and *a lens that examines museum visits in a fine grained (1 second) or big picture (week, year long) way.
Author: Gaea Leinhardt
Publisher: Routledge
ISBN: 1135640378
Category : Education
Languages : en
Pages : 462
Get Book
Book Description
What do people learn from visiting museums and how do they learn it? The editors approach this question by focusing on conversations as both the process and the outcome of museum learning. People do not come to museums to talk, but they often do talk. This talk can drift from discussions of managing the visit, to remembrances of family members and friends not present, to close analyses of particular objects or displays. This volume explores how these conversations reflect and change a visitor's identity, discipline-specific knowledge, and engagement with an informal learning environment that has been purposefully constructed by an almost invisible community of designers, planners, and educators. Fitting nicely into a small but rapidly expanding market, this book presents: *one of the first theoretically grounded set of studies on museum learning; *an explicit presentation of innovative and rich methodologies on learning in museums; *information on a variety of museums and subject matter; *a study on exhibitions, ranging from art to science content; *authors from the museum and the academic world; *a range of methods--from the analysis of diaries written to record museum visits, to studies of preservice teachers using pre- and post-museum visit tests; *an examination of visitors ranging from age 4-75 years of age, and from known and unknown sample populations; and *a lens that examines museum visits in a fine grained (1 second) or big picture (week, year long) way.
Author: Gaea Leinhardt
Publisher: Rowman Altamira
ISBN: 9780759104426
Category : Architecture
Languages : en
Pages : 232
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Book Description
We all know that learning takes place in museums but what does that really mean? Who learns what and how do they learn it? Gaea Leinhardt and Karen Knutson set out to investigate these questions through the conversations of museum visitors. The model they developed from their research owes much to sociocultural theory, and they challenge others to think about certain specific features of the museum experience in order to understand and define learning. They advocate an expanded concept of learning for museums, and for more formal schooling environments. Leinhardt and Knutson add their voices to what they call the extended conversation that is ongoing among thoughtful practitioners with an interest in formal and informal learning in museums. Visit our website for sample chapters!
Author: David Carr
Publisher: Bloomsbury Publishing USA
ISBN: 1591587700
Category : Language Arts & Disciplines
Languages : en
Pages : 202
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Book Description
Cultural institutions must reimagine their roles as education facilities for their communities and address the public need for conversations in safe and fair places, thereby renewing their essential place in democratic society. This book explains how. Open Conversations: Public Learning in Libraries and Museums is a provocative book, one that is designed to offer courage to cultural institution administrators and staff even as it opens their eyes to the possibility that their facilities can offer more than they are. Rather than offering prescriptive answers, the author invites readers to consider museums and libraries in fresh ways. Author David Carr believes professionals in libraries and museums need to think more broadly. He challenges them to address communities, national social change, psychology, and learning, and to think about ways to frame their institutions, not as repositories or research chambers, but as instruments for human thinking. Now is the time for these institutions to recover their integrity and purpose as fundamental, informing structures in a struggling democracy. Based on lectures and previously published writings by the author, and drawing on new scholarship and research, the essays here will inspire professionals to understand their collections and institutions as instruments of personal, social, and cultural change.
Author: John H. Falk
Publisher: Rowman & Littlefield
ISBN: 1442276002
Category : Business & Economics
Languages : en
Pages : 295
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Book Description
This is the second edition ofJohn H. Falk and Lynn D. Dierking’s ground-breaking book, Learning from Museums. While the book still focuses on why, how, what, when, and with whom, people learn from their museum experiences, the authors further investigate the extension of museums beyond their walls and the changing perceptions of the roles that museums increasingly play in the 21st century with respect to the publics they serve (and those they would like to serve). This new edition offers an updated and synthesized version of the Contextual Model of Learning, as well as the latest advances in free-choice learning research, theory and practice, in order to provide readers a highly readable and informative understanding of the personal, sociocultural and physical dimensions of the museum experience. Falk and Dierking also fill in gaps in the 1st edition. Falk’s research focuses increasingly on the self-related needs that museums meet, and these findings enhance the personal context chapter. Dierking’s work delves deeply into the macro-sociocultural dimensions of learning, a topic not discussed in the sociocultural chapter in the first edition. Emphasizing the importance of time (and space), the second edition adds an entirely new chapter to describe the important dimension of time. They also insert findings from the burgeoning field of neuroscience. Latter chapters of the book discuss the evolving role of museums in the rapidly changing Information /Learning Society of the 21st century. New examples and suggestions highlight the ways that the new understandings of learning can help museum practitioners reinvent how museums can and should support the public’s lifelong, life-wide and life-deep learning.
Author: Rika Burnham
Publisher: Getty Publications
ISBN: 1606060589
Category : Art
Languages : en
Pages : 182
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Book Description
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].
Author: Scott G. Paris
Publisher: Routledge
ISBN: 1135645280
Category : Education
Languages : en
Pages : 376
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Book Description
The goal of this book is to cull from the last NSF conference, the "best ideas about how children interact with objects & through that interaction acquire new understandings, attitudes, and feelings."
Author: Lynn Uyen Tran
Publisher: Routledge
ISBN: 1000372367
Category : Education
Languages : en
Pages : 357
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Book Description
Reflecting on Practice for STEM Educators is a guidebook to lead a professional learning program for educators working in STEM learning environments. Making research on the science of human learning accessible to educational professionals around the world, this book shows educators how to relate this research to their own practice. Educators’ collective work broadens the scope of an organization’s reach, and through this effort, the organization grows its social capital in its local community and beyond. This book offers opportunities to engage in processes that lead toward organizational learning by attending to the professional growth of the educators. Tran and Halversen show how learning together can shape the language and meanings by which educators do and talk about their work to support visitors’ experiences. The book provides guidance on how teams of educators can build community as they engage in reflective practice. Reflecting on Practice for STEM Educators will be essential reading for leaders of any organization that aims to educate and engage the public in science, technology, engineering, and mathematics. It will be particularly useful to educators who work in museums, zoos, aquariums, botanical gardens, youth organizations, after-school programs, and nature, science, and conservation centres.
Author: Philip Yenawine
Publisher: Harvard Education Press
ISBN: 1612506119
Category : Education
Languages : en
Pages : 208
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Book Description
"What’s going on in this picture?" With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art. It provides for open-ended yet highly structured discussions of visual art, and significantly increases students’ critical thinking, language, and literacy skills along the way. Philip Yenawine, former education director of New York’s Museum of Modern Art and cocreator of the VTS curriculum, writes engagingly about his years of experience with elementary school students in the classroom. He reveals how VTS was developed and demonstrates how teachers are using art—as well as poems, primary documents, and other visual artifacts—to increase a variety of skills, including writing, listening, and speaking, across a range of subjects. The book shows how VTS can be easily and effectively integrated into elementary classroom lessons in just ten hours of a school year to create learner-centered environments where students at all levels are involved in rich, absorbing discussions.
Author: Jill Hohenstein
Publisher: Routledge
ISBN: 1317445945
Category : Social Science
Languages : en
Pages : 320
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Book Description
As museums are increasingly asked to demonstrate not only their cultural, but also their educational and social significance, the means to understand how museum visitors learn becomes ever more important. And yet, learning can be conceptualised and investigated in many ways. Coming to terms with how theories about learning interact with one another and how they relate to ‘evidence-based learning’ can be confusing at best. Museum Learning attempts to make sense of multiple learning theories whilst focusing on a set of core learning topics in museums. Importantly, learning is considered not just as a cognitive characteristic, as some perspectives propose, but also as affective, taking into consideration interests, attitudes, and emotions; and as a social practice situated in cultural contexts. This book draws attention to the development of theory and its practical applications in museum situations such as aquariums, zoos, botanical gardens and historical re-enactment sites, among others. This volume will be of interest to museum studies students, practitioners and researchers working in informal learning contexts, and will help them to reflect on what it means to learn in museums and create more effective environments for learning.
Author: Karen Knutson
Publisher: Routledge
ISBN: 1351114018
Category : Art
Languages : en
Pages : 257
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Book Description
This book explores learning in the arts and highlights ways in which art and creativity can ignite learning in schools, informal learning spaces, and higher education. The focus is on learning in, with, and through the arts. Written from a range of international perspectives, Multidisciplinary Approaches to Art Learning and Creativity draws upon the fields of cognitive science, art education, technology and digital arts; the learning sciences; and museum studies to explore the theoretical underpinnings of artistic creativity and inspiration, and provide empirical explorations of mechanisms that support learning in the arts. Critical factors that help to facilitate the creative process are considered, and chapters highlight connections between research and practice in art learning. This volume offers a rich variety of positions and projects which underpin creativity in schools, museums, and other venues. An illustrative text for researchers and educators in the arts, Multidisciplinary Approaches to Art Learning and Creativity demonstrates how artistic ways of thinking and working with artists empower art learners and support their needs and opportunities across the lifespan.
