Family Spaces in Art Museums


Book Description

Families are a critical audience for art museums and museums use many different strategies for reaching families, such as special family days and festivals, workshops, special tours, family backpacks and gallery guides, in-gallery materials or demonstration carts, and specific family galleries. Here is a practical guide based on research that helps art museum educators understand the role and value of spaces designed for families and helps them to create dedicated spaces for intergenerational play and learning. This book features insights, best practices, and lessons learned from years of experience in creating dedicated spaces for families in a wide range of art museums. Through case studies, in-depth stories, and engaging graphics and images this book identifies key issues that museum professionals need to consider when developing family spaces in museums. This book is a how-to guide to creating or updating an interactive family space. Everything you need to know, soup to nuts, from understanding your audience to hiring a designer and opening your doors to the public is here. Each section is situated within groundbreaking visitor research findings and how museum educators have used those findings to better understand the family audience and develop fun, safe, inclusive, spaces that inspire wonder and curiosity, as well as places for meaning-making and family bonding, all in the service of creating loyal and committed museum visitors.




Families Learning in the Art Museum


Book Description

My thesis explores the benefits that families with young children gain while learning from and through art in the art museum using story creation. Through the course of my research and reflection I have been able to better understand how young children make meaning out of art during a museum visit. This allows families and children to become more active in the museum learning experience and helps to develop important thinking skills. Some of the types of thinking skills developed are visual and critical thinking. The method I used to allow young children to access these skills is story creation, which is the act of a young child creating a narrative story about a work of art through verbal conversation and self created visual art work. Young children use their imaginations to think through the narratives that they see and begin thinking in new ways. I specifically look at the family learning experience, and how families can work together with museum educators to have enlightening, entertaining, and educational experiences during museum visits. To best understand my topic I used action research. I interned at two different art museums for a year and this allowed me to begin to understand the ways young children learn in museums, and how museum educators can best accommodate families with young children. One of the ways that I discuss using this type of approach to teaching in the art museum is through drop-in workshops. I aimed to discover what occurs when museum educators facilitate drop-in workshops that allow families to use story creation. Further, I look into what occurs when children interpret art on their own and make their own meaning, and the benefits that go along with this type of learning experience. I also aim to understand the best ways to facilitate this type of drop-in program in the museum. While my research specifically focuses on the drop-in workshop my research has allowed me to develop ideas about new ways to think about not only drop-ins, but classes, self guides, and other educational experiences that museums can provide families.







Family Spaces in Art Museums


Book Description

Here is will be a practical guide based on deep research that helps art museum educators understand the role and value of spaces designed for families and helps them to create dedicated spaces for intergenerational play and learning.




Evaluating Early Learning in Museums


Book Description

Evaluating Early Learning in Museums presents developmentally appropriate and culturally relevant practices for engaging early learners and their families in informal arts settings. Written by early childhood education researchers and a museum practitioner, the book showcases what high-quality educational programs can offer young children and their families through the case study of a program at the High Museum of Art in Atlanta, Georgia. Providing strategies for building strong community partnerships and audience relationships, the authors also survey evaluation tools for early learning programs and offer strategies to help museums around the world to engage young children. At the center of this narrative is the seminal partnership that developed between researchers and museum educators during the evaluation of a program for toddlers. Illuminating key components of the partnership and the resulting evolution of family offerings at the museum, the book also draws parallels to current work being done at other museums in international contexts. Evaluating Early Learning in Museums illustrates how an interdisciplinary collaboration between researchers and practitioners can improve museum practices. As such, the book will be of interest to researchers and students engaged in the study of museums and early childhood, as well as to practitioners working in museums around the world.




Stories of what One Family Values as Revealed Through Their Experiences at the Denver Art Museum


Book Description

My narrative case study focuses on how one family uses the exhibitions and educational resources at the Denver Art Museum. I gathered stories of the family's experiences at the museum in order to determine what their choices reflected about their family values and how they integrated those experiences into their daily lives. This study draws upon socio-cultural and constructivist learning theories by proposing that each family member contributes their prior knowledge and life experiences to the process of making meaning and drawing connections within the art museum. Moreover, even though the family acted as a social learning group, each member constructed personal knowledge in different ways from their shared experiences. I used narrative analysis and coding as means to interpret the meanings of the family's stories. In addition to identifying the family's values regarding art museum learning, findings pointed to the imperative need for museum educators to address preparing adult learning partners for visits to art museums with children. The lack of current research pertaining to family learning in art museums was a chief motivator for conducting this study (Sterry & Beaumont, 2006). Research of family interactions in museums has largely focused on non-art museums (Borun, 2002; Borun et al., 1998; Ellenbogen, Luke, & Dierking, 2007). Family art museum experiences are distinct and should be studied separately from those in other types of museums. Research, such as this study, that look specifically at how families use art museum exhibitions and educational resources will address the lack of literature and emphasize the value of art museum experiences for life-long family learning.




Family Learning in the Art Museum


Book Description

An evaluation of Solomon R. Guggenheim Museum's Kandinsky Family Activity Pack. Each pack contains interactive materials for families to use in conjuction with the Kandinsky exhibition (September 2009 - January 2010). The findings show that the pack allowed family members to interact with each other on many different levels, and that the sketchbook was the most popular activity.




Engaging Young Children in Museums


Book Description

What does a museum do with a kindergartner who walks through the door? The growth of interest in young children learning in museums has joined the national conversation on early childhood education. Written by Sharon Shaffer, the founding Executive Director of the innovative Smithsonian Early Enrichment Center, this is the first book for museum professionals as well as students offering guidance on planning programming for young children.This groundbreaking book:-Explains the various ways in which children learn-Shows how to use this knowledge to design effective programs using a variety of teaching models-Includes examples of successful programs, tested activities, and a set of best practices




Multiculturalism in Art Museums Today


Book Description

Aimed at museum educators, Multiculturalism in Art Museums Today seeks to marry museum and multicultural education theories. It reveals how the union of these theories yields more equitable educational practices and guides museum educators to address misrepresentation, exclusivity, accessibility, and educational inequality. This contemporary text is directive; it encourages museum educators to consider the critical multicultural education theoretical framework in their day-to-day functions in order to illuminate and combat shortcomings at the crux of museum education: Museum Educators as Change Agents Inclusion versus Exclusion Collaboration with Diverse Audiences Responsive Pedagogy This book adopts a broad definition of multiculturalism, which names not only race and ethnicity as concerns, but also gender, sexual orientation, religion, ability, age, and class. While focusing on these various facets of identity, the authors demonstrate how museums are social systems that should offer comprehensive, diverse educational experiences not only through exhibitions but through other educational activities. The authors pull from their own research and practical experiences which exemplify how museums have been and can be attentive to these areas of identity. Multiculturalism in Art Museums Today is hopeful and inspiring, as it identifies and commends the positive and effective practices that some museum educators have enacted in an effort to be inclusive. Museum educators are at the front-line interacting with the public on a daily basis. Thus, these educators can be the real vanguard of change, modeling critical multicultural behavior and practices.