Museum Education Research Articles

Gift Economy in Art Museum Education: Imagining a Giving Museum

Gift Economy in Art Museum Education: Imagining a Giving Museum

Research on Multi-Field Integration Method of Chinese Social History Education in the New Period

Issues related to history education have received much attention, but there are still deficiencies in the discussion of how to achieve lifelong learning in history education. This paper analyzes the important role of social history education in improving personal historical literacy and building a learning society. It is concluded in this paper that social history education, as an important part of history education, has not been paid enough attention, and the methods tend to be old and monotonous, but social history education plays an important role in the process of building a learning society. The methodology of multi-field integration can effectively solve the problems existing in social and history education at the present stage, which has a high feasibility. This paper puts forward the following suggestions. With the Social History Education Museum as the carrier, the cultural and historical scenic spots are innovated in form and content. Based on career diversity, natural science, social science, art, and other disciplines are integrated to build a more macro and complete knowledge system, make up for the monotony in history education, and finally build a social form of lifelong learning for the whole people.

The Importance of Art and Museum Education in Teacher Training

Since art is an action specific to the individual, the development of aesthetic feelings within the education and training processes is an important condition for creating an effective society. People who do not have an artistic consciousness or love for art cannot realize and enjoy the works of art, cultural values and natural beauties they own, cannot protect them, cannot contribute to the cultural development of the society. It is important that art and museums, which have a great impact on all stages of life, are integrated with educational content by future teachers and that teacher candidates learn to integrate them into the classroom within the curriculum, taking into account the interests of the students. In this sense, it can be seen as a necessity for teacher candidates who undertake the education of the next generation to use artistic activities and museums effectively in the classroom, as they undertake the task of transferring social culture. This study aims to reveal the thoughts of Social Studies educators on the importance of art and museum practices in teacher education. In line with this general purpose, evaluations were made in parallel with the opinions of field experts at the end of the research.

The Museum as a Catalyst of Community. Case Study: The Exhibition Imagining Futures: Urban Comics From Artivistory Collective at the Art Museum in Cluj-Napoca

The Museum as a Catalyst of Community. Case Study: The Exhibition Imagining Futures: Urban Comics from ArtiViStory Collective at the Art Museum in Cluj-Napoca. The present article aims at illustrating the role of the contemporary museum as a conscious central stakeholder that strengthens the community and connects in the era of participatory culture with different types of audiences. Built in two parts, the article points out the main concepts of the new museum philosophy as explored in the expertise in the field and brings on a case study that focuses on the analysis of the cultural mediation program built for an original thematic exhibition, centered around the exploration of the urban future and having as its conceptual stake to draw the viewer into a process of reflection on the different ways of perceiving the surrounding society. Understanding social issues, remembering the past, exploring the ecosystem, acting on change and imagining futures are the invisible problems launched for debate through the creative laboratory of the members of the ArtiViStory Collective whose artworks could be explored within the exhibition. Their visual narratives, gathered in the various sections of the exhibition, have invited the viewers to respond to a series of questions that envisage the role of art in the community, the way we perceive the world around us, the stories that can be told about our past, the need for engaging young people into building inclusive communities or the way we can imagine our future. Through a wide variety of formulas for exploiting the potential of the graphic imaginary (visual documentaries, comic strips, animations, sequential illustrations), the exhibition offers an overview of this space of creative investigation of the urban imaginary and social identity, rendering sequential art not only as a tool of representation but as a catalyst for activating the collective imagination, which can serve to coagulate the common interests of the community. At the same time, the cultural mediation program conceived for the exhibition is an important component that creates engagement and participation of young audiences in a discourse on the future of our community. Keywords: urban comics, participative art, museum education, cultural mediation

Paths for the Development and Enhancement of Museum Education Under the Leisure Education Boom

Paths for the Development and Enhancement of Museum Education Under the Leisure Education Boom

Museum Education Using XR Technologies: A Survey of Metadata Models

Museum education is a constantly evolving field that adapts to the changing needs and expectations of learners. By combining the unique assets of museums with innovative educational practices, the field continues to create enriching and engaging learning experiences. eXtended Reality technologies play a key role in this evolution, allowing museums to extend their reach and create more immersive, inclusive, and accessible educational experiences for a broader audience beyond their physical walls. Embracing well-structured and standardised metadata modelling is vital in achieving this vision. It can serve as the foundation that enables widespread interoperability and seamless integration of systems as well as in fostering synergies among the domains of cultural institutions, education, and XR technologies. This work surveys the historical and current state-of-the-art advancements in metadata models for each pillar of the work’s theme, namely the domains of education, cultural institutions, and XR while also detailing the key steps of metadata model amalgamation as a promising direction towards creating robust metadata frameworks from constituent models.

Identifying and shifting educators' failure pedagogical mindsets through reflective practices.

In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments. The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred learning environments. The aim of Study 2 was to examine how participation in a video-based professional development cycle regarding failure moments in making-centred learning environments might have shifted museum educators' failure pedagogical mindsets. In Study 1, the sample included 15 educators at either a middle school or museum. In Study 2, the sample included 39 educators across six museums. In Study 1, educators engaged in a semi-structured interview that lasted between 45 and 75 min. In Study 2, the six museums video recorded professional development sessions. Results from Study 1 highlighted educators' failure pedagogical mindsets as either underdeveloped or rigid and absent of relational thinking between self- and youth-failures. One key result from Study 2 was a shift from an abstract sense of failure as youth-focused to a practical sense of failure as educator-focused and/or relational (i.e., youth educator-focused failure moments). Based on the results from Study 1 and Study 2, our research suggests that exploring an educator's relationship with failure is important and witnessing and reflecting upon their own failure pedagogical mindset in action may facilitate a shift towards a more complex and interconnected space for growth and development of both educators and youth.

სამუზეუმო განათლების როლი პიროვნების ჰარმონიული ჩამოყალიბების პროცესში

Since the previous centuries, the educational role of museums has been increasing, which has become an important factor in the harmonious upbringing and formation of a person. Today, museum education assumes a new vision and approaches – ordinary excursions and viewing of museum exhibits in many countries no longer fulfill the functions of museum education. When working with adolescents, museums emphasize the development of their ability to see, observe, classify and generate information, and learn about the world. More and more attention is paid to active and interactive forms of cognition, wide use of modern technologies. All this requires serious resources and funding to ensure that museum education is fully coordinated and integrated with existing traditional education and to ensure the sustainability of the system of harmonious upbringing of new generations. Accordingly, mutual cooperation and coordination of state programs, public organizations, and private individuals are of vital importance, both in the mobilization of resources and finances, as well as in educational and scientific terms

Museum pedagogy as a means of forming cognitive interest in nature in older preschool children

The article actualizes the problem of using museum pedagogy in the process of forming cognitive interest in nature in older preschool children. The theoretical substantiation of the problem is presented: the concept of ‟cognitive interest in nature” is characterized in relation to preschool children; the possibilities of museum pedagogy as a pedagogical means of forming cognitive interest in nature are substantiated. The content and results of experimental work are described: the results of the analysis of cultural and educational activities of museums of the city of Kostroma with a natural orientation are shown; the results of diagnostics of the formation of cognitive interest in nature in older preschoolers at the ascertaining and control stages are presented; the forms of joint activity of teachers and children stimulating the formation of cognitive interest in nature are described. Generalizing conclusions are made.

Between Museum Theory and Practice: Museological Education Illustrated by the Ethnology Curriculum at the Jagiellonian University

Curricular training in museology at Jagiellonian University has a tradition spanning over 60 years. It was initiated by Mieczysław Gładysz, who, upon assuming the Chair of Slavic Ethnography at Jagiellonian University in 1960, developed a museum education module for the students of the department he headed. He entrusted the implementation of the course to Dr Jan Bujak. The curriculum created by Gładysz and refined by Bujak encompassed a broad spectrum of issues and subjects, offering a comprehensive and multifaceted approach to museum theory and practice. After J. Bujak’s death in 1991, museology was completely removed from the curriculum of ethnological studies. It returned to university education in 2000 with the employment of Jan Święch at the Institute of Ethnology and Cultural Anthropology at Jagiellonian University. He was tasked with reactivating the Postgraduate Museological Studies Programme, as well as full-time classes. Currently, Jagiellonian University offers three museology courses as part of its ethnology studies: Museology in Contemporary Culture; Between Museum Theory and Practice; and Exhibition Design.

A Blending of Disability Studies, Art Education, and Museum Education

Many museums have been critically characterized as elitist institutions that offer few inclusive services to meet the needs and interests of marginalized populations and communities (Hill, 2016; Sandell & Nightingale, 2013). Some museums, however, are turning to visitor-centered approaches that refocus their efforts to concentrate on the needs and interests of visitors instead of the objects on display (Love & Boda, 2017; Weil, 1999). One population often still overlooked by museums are adult visitors with developmental disabilities, thus the need for increased museum programming. This work represents a literature review that begins with a close examination of conceptual frameworks provided by disability studies, followed by how disability studies relates to art education and inclusive art-making for individuals with developmental disabilities. Next, the review presents an overview of literature related to developmental disabilities, with a specific focus on adults with developmental disabilities and recreational options available to them. Finally, the literature review delves into the museum experience and visitor-centered museum education. By blending best practices in disability studies, art education, and museum education, museums are primed to create needed inclusive programming and connect with new audiences.

“We are a territory, a territory of struggles”: Community and Resistance Tourism in a Territorial Museum on the Outskirts of São Paulo

Summary The case presents an interpretation of the actions of valorization of cultural heritage mobilized by the political-cultural collective Comunidade Cultural Quilombaque. Active in the neighborhood of Perus, in the north-western part of the municipality of São Paulo, since 2005, Quilombaque shows itself to be a pole of agglutination of several artistic and political manifestations and other groups in the territory. From the consolidation of the Territorial Museum Tekoa Jopo’i and the Queixadas Agency, they have elaborated a path of trails that go through the neighborhood’s heritage that is marginalized by public preservation policies. Semi-structured interviews were conducted with central agents of the movement, in addition to participant observation on community tourism trails. The symbolic mediation promoted by the Museum educators brings out narratives of struggle eclipsed by the official policies of cultural heritage. The keys of solidarity and sharing operate by allowing a horizontal use of the riches organized by the Territorial Museum. The action of the Quilombaque Cultural Community transits in a fleeting limit between tourism and resistance, its tourism shows not only the resistance of the territory but is also organized with the community in such a way as to resist the tendencies of predatory tourism. On the one hand, the visits amplify voices silenced by hegemonic narratives. On the other hand, the very conception and organization of the trails are done in opposition to other models of tourism and predatory development. Information © The Authors 2023

Museum Education for Architecture Students: An Alternative Program to Learn Ankara

21. yüzyılda insanüstü hız ve toplumsal yaşama etkileri, kısa sürede büyüyen ve değişen yerleşimler, kent mimarisinin ömrünü kısaltmakta, beraberinde kent kimliği, kültürü ve tarihi bu hıza ayak uyduramayıp zarar görmektedir. Mimarlık eğitimi bağlamında öğrenciler, yaşadıkları kentlerin kimliğini, kültürünü ve tarihini şekillendiren mimari ögeleri ne ölçüde biliyorlar sorusu bu araştırmanın çıkış noktasını oluşturmuştur. Müzelerin değişen ve yenilenen işlevleriyle mimarlık eğitimi süreçlerinde etkili öğrenme alanları oldukları bilgisiyle Ankara özelinde gerçekleştirilen bu çalışmada, mimarlık eğitimi veren öğretim elemanları ve öğrencilerle gerçekleştirilen uygulama ve görüşmelerden elde edilen veriler, mimarlık eğitimine başladıklarında öğrencilerin, yaşadıkları kentin mimarlık tarihine ilişkin çok az bilgiye sahip oldukları yönündedir. Önerilen eğitim çalışmasında Ankara’da eğitim gören mimarlık öğrencilerinin mekânları deneyimleyerek, üreterek ve paylaşarak, yaşadıkları kentin tarihini zengin bir içerikle tanımaları sağlanırken; beraberinde mimarlık eğitimlerinin müze eğitimi ölçütleri ve yöntemleri ile desteklenmesi ve bu yolla, öğrencilerin kentlilik bilinçlerinin geliştirilmesi amaç edinilmiştir. Bu doğrultuda kent tarihi ile ilgili derslerin içerik ve kazanımları incelenerek mimarlık öğrencileri için hazırlanan müze eğitimi paketinin uygulama bulguları; öğrencilerin müze eğitimi etkinliklerine gönüllü olarak katıldıklarını, aktif rol aldıklarını ve bilgilendiklerini, memnuniyetlerini ve müze eğitimine tekrar katılma isteklerini ifade ederek eğitimi tamamladıklarını göstermiştir. Bu araştırmada mimarlık fakültelerinde okutulan kentlerin mimarlık tarihine ve kente dair derslerin örgün eğitim programındaki içeriklerinin güncellenebileceği, mimarlık eğitiminin okul dışı faaliyetleri kapsamında müze eğitimi çalışmaları ile desteklenebileceği, her kentte benzer yeni araştırmalar ve uygulamalar yapılabileceği sonucuna varılmıştır.

The Construction of Qin and Han Cultural Portals and Public Education in Museums in the Era of Digital Intelligence

The Construction of Qin and Han Cultural Portals and Public Education in Museums in the Era of Digital Intelligence

Empowering the Independent Learning-Independent Campus (MBKM) through Campus Museums

As a documentary institution, museums within tertiary institutions have the potential to support and be supported by various scientific fields. This study aims to map the potential of museums in line with the Independent Learning Independent Campus (MBKM) and find out scientific collaborations that can strengthen the existence of museums in tertiary institutions in the context of MBKM. This study used a qualitative approach, using data collection techniques in the form of observation, literature review, and in-depth interviews with three supporting informants and one key informant. The study found that the higher education museum has great potential and fulfills all the requirements as an MBKM partner. Museums can be partners for internships, entrepreneurial projects, technology projects, social engineering applications, and even humanitarian projects. Museums can collaborate in informal educational activities, exchange of experts, teaching practitioners, research, and community service, all of which can involve lecturers and students from various fields of science.

On-site Learning in Museums: Re-conceptualizations and Re-directions for Museum Education in the Post-pandemic Digital Age

As the digital age introduces an increasing amount of media technologies to traditional museum settings, a wealth of literature has found that these technologies are exerting prominent effects on museum visitor experiences. Such technical shifts in essence imply a growing part of communication activities, metaphors of media culture, and implications for technology-empowered learning based on museum institutions. New emphasis is being placed on state-of-the-art definitions of museum-technology, museum-learner, and museum-society relationships, appealing for re-conceptualizations of Museum, Museum Communication, and Museum Education, and therefore inviting communication and media culture scholars to join this discourse. Reviewing upon on-site learning issues discussed in previous museum research, this paper addresses the theoretical needs for present on-site educational practices in museums with re-conceptualizations of several important and operationalizable terms and proposes an interdisciplinary, learner-centred agenda for future museum education research and practices that are facing challenges and potential opportunities from e-learning and digital culture.

The Role of Game in Promoting Museum Education Communication

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RESEARCH ON MUSEUM CULTURAL AND CREATIVE PRODUCT FROM THE PERSPECTIVE OF NARRATIVE DESIGN AND ATMOSPHERIC AESTHETICS

The purpose of the study is to explore how to uncover the aesthetic value of museum cultural and creative products and create an atmosphere through narrative design from the perspective of atmospheric aesthetics, to meet users' daily aesthetic needs and contribute to the further development of museum education. The research methodology is interdisciplinary. This study adopts atmospheric aesthetics as the research perspective and combines a literature review and empirical research to elaborate on the subject. The research provides a comprehensive analysis of the narrative elements and characteristics of museum cultural and creative products, proposes narrative design approaches, and explores the elements, methods, and strategies of narrative design in depth. In this study, the narrative design strategy of museum cultural and creative products is discussed from the perspective of atmospheric aesthetics, and a narrative model of museum cultural and creative product design from the perspective of atmospheric aesthetics is constructed. By exploring in depth the aspects of museum cultural and creative products, such as the meaning of form and spirit, and the emotive narrative language, we can better understand the importance and value of museum cultural and creative products in contemporary society. These narrative strategies will not only enable people to better understand and appreciate the cultural connotations of cultural relics but also bring museums closer to the general public and promote cultural heritage and aesthetic education.

The role of museum learning in promoting sustainability - Comparative research in Baranya County and Landkreis Görlitz

The study explores aspects related to the role of museums in promoting sustainability among the results of a comprehensive research entitled „The role of museum learning in strengthening resilience in peripheral regions – Comparative research in Görlitz District and Baranya County” conducted with the support of the Saxon State Ministry of Science, Culture and Tourism's Saxon Visiting Professors Program 2022. Among the many aspects of the role of museums in promoting resilience, the empirical research also dealt with how much and in what way the museums/heritage sites in the two investigated areas contribute to the promotion of sustainability through their exhibitions, programs and other initiatives. Within the framework of the comparative research, based on a stratified sampling procedure, structured interviews were conducted with museum educators, museum directors, and relevant senior colleagues of 13 Baranya County and 13 Görlitz District museums/heritage sites between October 2022 and January 2023. The study compares the activities of the museums included in the research from the two regions in terms of the extent to which they promote the realization of the following seven of the 17 Sustainable Development Goals of the UN’s Agenda 2030: health and well-being, quality education, gender equality, reducing inequalities, responsible consumption and production, action against climate change, sustainable cities and communities.

Science museum educators' views on object-based learning: The perceived importance of authenticity and touch.

Museum educators play an important role in mediating visitors' museum experiences. We investigated the perspectives of science museum educators on the role of touching authentic objects and replicas in visitors' learning experiences during educational activities. We used a mixed-methods approach including surveys with 49 museum educators and interviews with 12 museum educators from several countries in Europe. Our findings indicate the importance of context when presenting museum visitors with objects. Participating museum educators based their choices for including authentic objects or replicas in educational activities more often on narrative and context than on the authenticity status of an object. In addition, educators used various definitions of authenticity, which may hinder the discussion about the topic within the field.