Museums in Korea have acknowledged their roles as educational institutions only in recent years and therefore their educational programs do not reflect the diverse needs of their visitors. The lack of defined educational strategies and understanding of the unique characteristics of the museums often prevent meaningful learning experiences for program participants, especially in discussion-based programs. This dissertation seeks to determine whether dialogues about works of art in discussion-based museum programs contribute to meaningful learning for participants. If so, this study investigates how such meaningful learning can be introduced into programs with different practices. In addition, with the clear limitation of the rapidly changing environment in Korean museums, this study serves as an initiator for the design and re-design of their educational programs.
Adopting a qualitative case study method, this dissertation investigated the discussion-based educational programs for high school students in three art museums in New York City: the Masterpieces at the Metropolitan Museum of Art, the K-12 Lessons at the Museum of Modern Art, and the Middle and High School Tours at the Jewish Museum. Based on a pre-designed observation protocol, thirteen lessons were observed, and using a semi-structured method thirteen students and five educators were interviewed. Out of the treatment of data drawn from the lesson dialogues and interviews, significant issues emerged based on the theoretical framework of this study.
This dissertation found that the most distinctive characteristics of discussion practices in the three programs depended upon the way discussion themes were designed and introduced to the students, and that this reflected the educators' different teaching philosophies. The educators' practices were differently designed and based on the distinguishing characteristics of each museum and its programs. While the students' learning experiences were influenced by the teaching philosophies of the educators and registration methods, their overall learning experiences through group dialogue were meaningful for them, offering opportunities to share diverse ideas in relation to works of art.
|Advisor:||Burton, Judith M., Borland, James|
|School:||Teachers College, Columbia University|
|School Location:||United States -- New York|
|Source:||DAI-A 72/05, Dissertation Abstracts International|
|Subjects:||Art education, Secondary education, Museum studies|
|Keywords:||Aesthetic experiences, Art museum, Korea, Museum education|
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