A Case Study of Pages at the Wexner Center for the Arts and Its Implications for Collaborative Art Museum-School Programs
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The Ohio State University / OhioLINK
2018
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1530882425478519 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu15308824254785192021-08-03T07:07:31Z A Case Study of Pages at the Wexner Center for the Arts and Its Implications for Collaborative Art Museum-School Programs Kim, Sujin Art Education Museum Studies Museums museum education collaborative art museum-school programs contemporary art museum constructivism constructivist learning theories constructivist museum communities of practice teacher professional development arts integration The purpose of this study is to identify and analyze ways to expand the educational role of art museums in terms of their relationship with schools. Recently, art museums in South Korea began to emphasize their educational role and provide school programs. However, so far, these programs have only targeted to visual art education and art teachers, instead of all classroom teachers. After a yearlong internship at the Wexner Center for the Arts, located in Columbus, Ohio, I conducted a study of Pages, a yearlong collaborative art museum-school program between a contemporary art museum and school teachers who do not teach visual art. During my participation in Pages, I discovered several aspects with the potential to benefit collaborative art museum-school programs both in Korea and the U.S. Thus, overarching research question of the study was formulated as follows: What are the unique and essential components and practices of Pages that can inform collaborative art museum-school programs in Korea and the U.S.?To delve into the Pages program, I grounded this qualitative case study in constructivism. Specifically, I utilized the communities of practice framework, a contemporary version of social constructivism. This framework helped me explain the collaborative learning process of adult educators. In addition, constructivist learning theories helped me place art museums as legitimate learning institutions and to describe the practices of the educators which target meaningful student learning through connecting art museum education and school education. Finally, constructivism was used as an interpretive framework for the study: I co-created knowledge with the research participants and aimed to show their diverse perspectives. I utilized qualitative case study research as a methodology. Like Pages, several ongoing education programs at U.S. art museums require involvement of core classroom teachers. However, I chose Pages because it has several unique characteristics that are significant for this study. The major method I utilized was in-depth semi-structured interviews. I interviewed a museum educator, three teaching artists, and five core classroom teachers who participated in Pages in the 2016-2017 school year. Additionally, I used direct observation methods and unobtrusive measures like document analysis. Thematic analysis based on in vivo coding was used to authentically represent voices of the research participants. The results of the study generated two sets of jargon-free recommendations to art museum educators and school educators in Korea and in the U.S., based on their different educational contexts. The study provided a new perspective on sustainable practices through which art museum educators can work collaboratively work with school teachers who do not necessarily teach visual art. Also, this study will potentially inform core classroom teachers about how to utilize art museum content to enrich their curriculum. I hope the knowledge derived from this case study research will be shared with wider audiences who are interested in applying its findings to their own contexts. 2018-10-08 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1530882425478519 http://rave.ohiolink.edu/etdc/view?acc_num=osu1530882425478519 restricted--full text unavailable until 2023-08-05 This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
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NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Art Education Museum Studies Museums museum education collaborative art museum-school programs contemporary art museum constructivism constructivist learning theories constructivist museum communities of practice teacher professional development arts integration |
| spellingShingle |
Art Education Museum Studies Museums museum education collaborative art museum-school programs contemporary art museum constructivism constructivist learning theories constructivist museum communities of practice teacher professional development arts integration Kim, Sujin A Case Study of Pages at the Wexner Center for the Arts and Its Implications for Collaborative Art Museum-School Programs |
| author |
Kim, Sujin |
| author_facet |
Kim, Sujin |
| author_sort |
Kim, Sujin |
| title |
A Case Study of Pages at the Wexner Center for the Arts and Its Implications for Collaborative Art Museum-School Programs |
| title_short |
A Case Study of Pages at the Wexner Center for the Arts and Its Implications for Collaborative Art Museum-School Programs |
| title_full |
A Case Study of Pages at the Wexner Center for the Arts and Its Implications for Collaborative Art Museum-School Programs |
| title_fullStr |
A Case Study of Pages at the Wexner Center for the Arts and Its Implications for Collaborative Art Museum-School Programs |
| title_full_unstemmed |
A Case Study of Pages at the Wexner Center for the Arts and Its Implications for Collaborative Art Museum-School Programs |
| title_sort |
case study of pages at the wexner center for the arts and its implications for collaborative art museum-school programs |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2018 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1530882425478519 |
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