語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Engaging Young Children in the Art M...
~
Mahoney, Kristina N.
FindBook
Google Book
Amazon
博客來
Engaging Young Children in the Art Museum: An Educational Criticism of an Art Museum Summer Class.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Engaging Young Children in the Art Museum: An Educational Criticism of an Art Museum Summer Class./
作者:
Mahoney, Kristina N.
面頁冊數:
137 p.
附註:
Source: Masters Abstracts International, Volume: 54-04.
Contained By:
Masters Abstracts International54-04(E).
標題:
Early childhood education. -
電子資源:
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.
LDR
:02450nmm a2200325 4500
001
2062903
005
20151024095831.5
008
170521s2015 ||||||||||||||||| ||eng d
020
$a
9781321690439
035
$a
(MiAaPQ)AAI1586749
035
$a
AAI1586749
040
$a
MiAaPQ
$c
MiAaPQ
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
690
$a
0518
690
$a
0273
690
$a
0730
690
$a
0727
690
$a
0456
710
2
$a
University of Denver.
$b
Curriculum and Instruction.
$3
1043525
773
0
$t
Masters Abstracts International
$g
54-04(E).
790
$a
0061
791
$a
M.A.
792
$a
2015
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1586749
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9295561
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入