Illustrating Interpretive Inquiry: A Reflection for Art Museum Education

Abstract Acknowledging that the purpose and form of inquiry processes can vary across and within disciplines, this article focuses on interpretive inquiry: the kind of inquiry conducted to interpret works whose reading is not “rigidly pre‐established and ordained” by a set of cultural references, but rather invite “freedom of reception” ( Eco 1989 , 6). Through comparison of two real‐life inquiries, the author shines a light on the distinctive features of interpretive inquiry. These include a web‐like meaning making process, a reliance on analogies and metaphors, and the possibility of accepting uncertainty as part of the work’s meaning. Implications for art museum education practice are explored.     

A Consideration of Museum Education Collections: Theory and Application

Abstract This article addresses problems associated with museum education collections. Museum education collections are used to provide visitors with opportunities to handle museum objects. These collections are primarily composed of objects that are damaged, lack provenance, or do not fit the scope of the collection. Sometimes, these collections are displayed haphazardly and their interpretation may lack thematic context. Some museum education collections are not being utilized to their fullest educational capacity. The application of cognitive, exhibition, and collections management theories can alleviate some problems with museum education collections. A critique of the education collection at the Lubbock Lake Landmark is presented as a case study of these problems and some of the potential solutions to them. The study can be used as a template by other museums to solve similar problems in their education collections.     

Negotiating Personal and Cultural Significance: A Theoretical Framework for Art Museum Education

This article presents a theoretical framework for those who facilitate engagements with works of art. The aim is to help facilitators negotiate potential differences between the original meaning(s) of an artwork and the fresh interpretations spectators articulate. The author applies Umberto Eco's ideas about literary texts to instances of interpretation in the visual arts. Eco suggests that the implications of unexpected readings change in different situations. Therefore, the facilitators' challenge is in discovering how to handle each individual encounter. To this end, facilitators may wish to ponder: What meaning does the new interpretation conflict with? And what is the distance between the cultural conventions of spectators and the conventions that framed the creation of the work? Real world examples are used to shed light on these questions and their significance.     

刍议博物馆宣教工作的探索与研究

博物馆是展示、宣传人类历史文化和自然遗产、传播爱国主义教育的重要阵地,而宣教工作是博物馆的重要工作之一,随着社会的不断发展,人类对精神的需求日益增加,博物馆宣教工作将变得更加重要。为充分发挥宣教工作的优势,有必要博物馆宣教工作进行研究。本文主要从两大方面探索与研究了如何有效推进博物馆宣教工作。     

Education Collections as Museum Collections

Museum education collections are inarguably a part of a museum's actual collection, just as are the research/permanent collections. However, past practices indicate that education collections are typically not given equal stature in museological terms. This paper argues that techniques and practices used with research/permanent collections should be applied to education collections, a viewpoint that has not yet been readily embraced. Several methods are addressed for upgrading an education collection to a level similar to a museum's permanent collection. The Lubbock Lake Landmark's education collection serves as a case study to demonstrate the need for the application of proper museological techniques to conform to best practices. A scope of collection was created, preventive conservation techniques were applied, a gap analysis was performed, and legal issues concerning the education collection were addressed.     

John Dewey and Museum Education

Abstract Although John Dewey's educational concepts have been discussed previously in relation to museums, his own writing about museums has received little attention. Dewey, who visited museums frequently throughout his life, recognized the powerful educational value of museums. He assigned a central role to museums as integrative components of raw experiences in his educational theory, and he made extensive use of student visits to museums at the Chicago Laboratory School. Early twentieth‐century museum educators and directors applied Dewey's ideas, and advocated a museum education philosophy, based on the progressive education movement, that has significance for current exhibition and educational practice.     

科技博物馆在线教育游戏设计研究

本文梳理了博物馆的使命、机遇和挑战以及线上教育的现状,阐述了博物馆开发在线教育游戏的必要性。根据博物馆学、教育学理论,结合在线教育游戏设计的实践,分析了目前博物馆在线教育游戏普遍存在的三脱节问题,提出博物馆的在线教育游戏应具有三结合的特征,并提供了实现三结合的设计思路。     

儿童博物馆核心教育理念

儿童博物馆在过去二十年间由于种种原因,并没有在中国发展起来。一些相关的基本问题:“什么是儿童博物馆？儿童博物馆展示什么？为什么需要儿童博物馆？”在中国并不为大众熟悉,也没有受到太多博物馆专业领域人士的关注。本文将从影响儿童博物馆的理论及研究,儿童博物馆与其它场馆的区别,儿童博物馆的教育内容等几个方面来介绍儿童博物馆的核心教育理念。以期通过本文能够把儿童博物馆的精髓呈现出来,让更多的人了解并关注儿童博物馆,为中国儿童教育方式的发展提供一些参考。     

民众教育馆图书部探析

简述了民众教育馆图书部的特点,分析了民众教育馆图书部获得发展的原因,论述了民众教育馆图书部的作用。     

Welcome to Art City: Place‐based Education through a Local Museum

Abstract The town of Springville, Utah, has a multi‐faceted relationship with its Museum of Art. The museum reflects and preserves the ethnic and cultural identity of the area, including its history, its landscapes, and its philosophy/religion. Through place‐based education—including observation and activities—k‐12 children and youth are given opportunities to experience their local culture on multiple levels. As museum artifacts are carefully chosen and lessons are purposefully structured, students receive cognitive, creative, and social benefits as well. Museum educators collaborate with local school personnel, along with educators from nearby Brigham Young University, to produce cross‐disciplinary lesson plans and teaching materials. Benefits Springville educators are finding in place‐based education are included in this article, along with specific ideas for lessons and activities.