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Engaging Young Children in the Art M...

Mahoney, Kristina N.

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Engaging Young Children in the Art Museum: An Educational Criticism of an Art Museum Summer Class.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Engaging Young Children in the Art Museum: An Educational Criticism of an Art Museum Summer Class./
Author:	Mahoney, Kristina N.
Description:	137 p.
Notes:	Source: Masters Abstracts International, Volume: 54-04.
Contained By:	Masters Abstracts International54-04(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1586749
ISBN:	9781321690439

Engaging Young Children in the Art Museum: An Educational Criticism of an Art Museum Summer Class.
Mahoney, Kristina N.

Engaging Young Children in the Art Museum: An Educational Criticism of an Art Museum Summer Class. - 137 p.

Source: Masters Abstracts International, Volume: 54-04.

Thesis (M.A.)--University of Denver, 2015.

This item must not be sold to any third party vendors.

This research project serves to identify a set of conditions leading to engagement for four- and five-year-old students in an art museum summer class. Utilizing Eisner's theory on qualitative research, educational criticism and connoisseurship (1998), the researcher interviewed, observed, and received responses to a questionnaire in order to describe, interpret, and analyze the educational event of the summer class. By identifying the intentions of the class, the report describes a set of three objectives acting as a foundation for the classes' implementation - comfort, empowerment, and connection to collection. Based on analysis of the implementation of these aims, as seen in the classes' structure, curriculum, and pedagogy, a set of themes related to the conditions of a class that led to engagement emerged including relevance and connection, risk-taking, imaginative thinking, multi-sensory engagement, and active participation. The themes align with Uhrmacher and Moroye's (2010) aesthetic themes of education therefore identifying their application to the art museum summer class context. This study contributes to a greater discussion in the field of developing programming for early learners in informal learning environments, and demands further research of the use of this set of intentions and the application of Uhrmacher and Moroye's (2010) perceptual teaching framework to additional museum program models for young children.

ISBN: 9781321690439Subjects--Topical Terms:

518817
Early childhood education.

Engaging Young Children in the Art Museum: An Educational Criticism of an Art Museum Summer Class.
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020 $a 9781321690439
035 $a (MiAaPQ)AAI1586749
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100 1 $a Mahoney, Kristina N. $3 3177347
245 1 0 $a Engaging Young Children in the Art Museum: An Educational Criticism of an Art Museum Summer Class.
300 $a 137 p.
500 $a Source: Masters Abstracts International, Volume: 54-04.
500 $a Adviser: P. Bruce Uhrmacher.
502 $a Thesis (M.A.)--University of Denver, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a This research project serves to identify a set of conditions leading to engagement for four- and five-year-old students in an art museum summer class. Utilizing Eisner's theory on qualitative research, educational criticism and connoisseurship (1998), the researcher interviewed, observed, and received responses to a questionnaire in order to describe, interpret, and analyze the educational event of the summer class. By identifying the intentions of the class, the report describes a set of three objectives acting as a foundation for the classes' implementation - comfort, empowerment, and connection to collection. Based on analysis of the implementation of these aims, as seen in the classes' structure, curriculum, and pedagogy, a set of themes related to the conditions of a class that led to engagement emerged including relevance and connection, risk-taking, imaginative thinking, multi-sensory engagement, and active participation. The themes align with Uhrmacher and Moroye's (2010) aesthetic themes of education therefore identifying their application to the art museum summer class context. This study contributes to a greater discussion in the field of developing programming for early learners in informal learning environments, and demands further research of the use of this set of intentions and the application of Uhrmacher and Moroye's (2010) perceptual teaching framework to additional museum program models for young children.
590 $a School code: 0061.
650 4 $a Early childhood education. $3 518817
650 4 $a Art education. $3 547650
650 4 $a Museum studies. $3 2122775
650 4 $a Curriculum development. $3 684418
650 4 $a Pedagogy. $3 2122828
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690 $a 0273
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710 2 $a University of Denver. $b Curriculum and Instruction. $3 1043525
773 0 $t Masters Abstracts International $g 54-04(E).
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791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1586749