From Knowledge to Narrative

Author: Lisa Roberts
Publisher: Smithsonian Institution
ISBN: 1588344487
Format: PDF, Kindle
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From Knowledge to Narrative shows that museum educators—professionals responsible for making collections intelligble to viewers—have become central figures in shaping exhibits. Challenging the traditional, scholarly presentation of objects, educators argue that, rather than transmitting knowledge, museums' displays should construct narratives that are determined as much by what is meaningful to visitors as by what curators intend. Lisa C. Roberts discusses museum education in relation to entertainment, as a tool of empowerment, as a shaper of experience, and as an ethical responsibility. The book argues for an expanded role for museum education based less on explaining objects than on interpreting narratives.

Teaching in the Art Museum

Author: Rika Burnham
Publisher: Getty Publications
ISBN: 1606060589
Format: PDF
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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]

Learning from Museums

Author: John Howard Falk
Publisher: Rowman & Littlefield
ISBN: 0742502945
Format: PDF, Docs
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Adult Museum Programs

Author: Bonnie Sachatello-Sawyer
Publisher: Rowman Altamira
ISBN: 0759100977
Format: PDF, ePub
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Enlivened with many examples and the words of program planners, instructors, and participants, this book can show you a whole new world for your museum programs, and help you design programs that will allow your adult learners to enter that exciting and potentially life-changing world. Visit our website for sample chapters!

Listening in on Museum Conversations

Author: Gaea Leinhardt
Publisher: Rowman Altamira
ISBN: 9780759104426
Format: PDF, Docs
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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

Foundations of Museum Studies Evolving Systems of Knowledge

Author: Kiersten F. Latham
Publisher: ABC-CLIO
ISBN: 1610699521
Format: PDF, Mobi
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This broad introduction to museums benefits all educators who teach introductory museum studies, addressing the discipline from a holistic, dynamic, and document-centered perspective. • Frames museum studies within an information context and specifically addresses the interests and concerns of librarians • Benefits all educators who teach introductory museum studies, addressing the discipline from a holistic, dynamic, and document-centered perspective • Highlights how museums are embedded in a larger cultural complex that includes libraries, archives, and other information institutions

Defining Memory

Author: Amy K. Levin
Publisher: Rowman Altamira
ISBN: 9780759110502
Format: PDF, ePub
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Defining Memory uses case studies of exhibits from around the country to examine how local museums, defined as museums whose collections are local in scope or whose audiences are primarily local, have both shaped and been shaped by evolving community values and sense of history. Levin and her contributors argue that these small institutions play a key role in defining America's self-identity and should be studied as seriously as more national institutions like the Smithsonian and the Metropolitan Museum of Art.

The Professional Knowledge Base of Science Teaching

Author: Deborah Corrigan
Publisher: Springer Science & Business Media
ISBN: 9789048139279
Format: PDF
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Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as “evidence-based practice” have been tossed around in the attempt to “measure” such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King’s College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.

Researching Visual Arts Education in Museums and Galleries

Author: M. Xanthoudaki
Publisher: Springer Science & Business Media
ISBN: 9401000433
Format: PDF
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Researching Visual Arts Education in Museums and Galleries brings together case studies from Europe, Asia and North America, in a way that will lay a foundation for international co-operation in the future development and communication of practice-based research. The research in each of the cases directly stems from educational practice in very particular contexts, indicating at once the variety and detail of practitioners' concerns and their common interests.