Curriculum Based Interactive Exhibition Design and Family's Learning Experiences: A Case Study of the Children's Art Museum in Taipei

Lee, Tiffany Shuang‐Ching

doi:10.1111/cura.12341

Cited by 12 publications

(8 citation statements)

References 22 publications

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“…Young children learn through play as they use their senses to engage with objects, places and people using multiple modes of representation (Cope & Kalantzis, 2000), and museums make use of these elements in an experiential model of learning (Piscitelli & Penfold, 2015). Museum programs for preschool children embed hands‐on opportunities to engage the children with novel and diverse artefacts (Lee, 2020; Piscitelli & Anderson, 2001). While artefacts may be enticing for children, in isolation these objects do not necessarily link to learning or understandings of the artefacts’ context (Jant et al., 2014; Wolf & Wood, 2015).…”

Section: Museums Are Places Of Learningmentioning

confidence: 99%

“…Museum presenters in both Programs used a range of modalities, pointing to objects and using gesture to explain action and concepts; for example, using a layering gesture with hands to illustrate the process of fossilisation. Research evidence tells us that opportunities for haptic learning supports children’s engagement (Lee, 2020), and that gesture accompanying verbal explanations – e.g. demonstrating how to use a magnifying glass – enhances children’s understanding of concepts (Novack & Goldin‐Meadow, 2015).…”

Section: Findings: Learn Elementsmentioning

confidence: 99%

“…The implications for designing programs at museums to engage young children include structural and interactional elements. Structural elements include embedding a core narrative around the concept/s to focus the visit as well as giving time and space for children’s individual narratives to build shared learning (Carter, 2018; Lee, 2020). Hands‐on explorations with museum artefacts that are novel and unique have the potential to engage children’s curiosity in the learning focus (as documented elsewhere, e.g.…”

Section: Implications For the Design And Delivery Of Museum Education Programsmentioning

confidence: 99%

See 2 more Smart Citations

LEARN: Essential Elements of Museum Education Programs for Young Children

Eadie¹,

Young²,

Suda³

et al. 2021

Curator The Museum Journal

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Museums provide rich multimodal learning opportunities and long‐lasting memories for children and teachers who participate in museum excursions and outreach programs. Museum programs for preschool children embed hands‐on opportunities to engage children with new and diverse artefacts. Interactions in museum settings provide opportunities for adults and children to collaborate in learning. Our aim in this project was to explore the elements of museum programs that prove essential in engaging young children in museum education programs. Five museum presenters and 14 early childhood groups (14 teachers and 296 children) participated in the research project. Data collection included audio recordings of museum presentations, observations of child‐teacher interactions, multiliteracy observations, teacher interviews, and written reflections from the museum presenters. Coding across all datasets contributed to the five main themes in the findings, which we detail using the acronym LEARN: Learning artefacts; Embodied teaching and learning; Asking questions; Repetition: and Narrative. Multiple elements of museum education programs influence learning opportunities for young children. Both structural elements (e.g. designing a core narrative around concepts, or time for children’s individual queries during the program and hands‐on explorations with museum artefacts) and learning interactions (e.g. conversations where children and adults collaborate) contribute to engaging museum education programs for young children.

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Section: Museums Are Places Of Learningmentioning

confidence: 99%

Section: Findings: Learn Elementsmentioning

confidence: 99%

Section: Implications For the Design And Delivery Of Museum Education Programsmentioning

confidence: 99%

See 1 more Smart Citation

LEARN: Essential Elements of Museum Education Programs for Young Children

Eadie¹,

Young²,

Suda³

et al. 2021

Curator The Museum Journal

View full text Add to dashboard Cite

show abstract

“…For scaffolding to occur in this drawing activity, the premise is that parents have the artistic knowledge, such as manipulation of insect scale and arrangement of images to create interesting composition, which they can use to facilitate their children’s learning. However, as other studies carried out in interactive children’s exhibitions have indicated, parents often felt that they lack the know‐how to guide and play with their children (Downey et al 2010; Lee 2019; Wolf & Wood 2012). In addition, if parents feel that they are not knowledgeable in the exhibition content, they tend to step back and let their children play by themselves (Wood & Wolf 2010).…”

Section: Interactive Exhibition Design and Scaffoldingmentioning

confidence: 99%

Getty Museum Family Room – Educational Issues on Scaffolding and Transfer of Learning

Lee¹

2020

Int J Art Design Ed

Self Cite

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In order better to support children’s learning experiences, art museums have begun to establish interactive art exhibitions designed for family visitors. However, as more of these interactive exhibitions are established, some museum professionals are raising concerns about whether these exhibitions actually facilitate young visitors’ learning or impede them from engaging further with the art objects exhibited. Using the Family Room (FR) of the J. Paul Getty Museum in Los Angles as a case study, this research examines the educational principles considered and the challenges encountered when conceptualising and implementing its interactive exhibition. My research shows that the FR project team emphasised three educational principles to be integrated into the exhibition design: (1) interactive learning, (2) family as a learning unit, and (3) enhance the learning of basic artistic elements. The FR’s overarching educational objective is to encourage transfer of learning between the FR to the Getty traditional art galleries. My research concludes with three suggestions to be considered in future practices of art museum education (1) the limits and potentials of interactives, (2) the interactive exhibition design and scaffolding, and (3) transfer of learning between galleries.

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“…The process of creating children's own products was included in this current study because it was important in terms of transferring the perceptions they had at the exhibition to their own experiences. For example, Piaget's concept of learning highlights the importance of creating hands-on experiences for children to discover and build new insights through their own actions (Lee 2020). In workshops held by Ebert et al (2015) within an art exhibition area, they find that children are mostly interested in evaluating artworks and making art.…”

Section: Introductionmentioning

confidence: 99%

Fathers with their Children at an Art Exhibition: A Narrative Study

Acer¹,

Baş²,

Teke³

2022

Int J Art Design Ed

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The aim of this study was to examine the early childhood experiences of children visiting an art exhibition with their fathers and creating their own artwork. It was designed and conducted as a narrative study, which is a qualitative research methodology. Five children in early childhood (48-88 months old) and their fathers participated in the research carried out in a Contemporary Arts Centre in Ankara, Turkey. Each father and child dyad visited the exhibition at different times and their dialogues during these visits were recorded. The data obtained in the study were analysed through content analysis. It was shown in the results that the fathers and children expressed their thoughts about features of the exhibited works such as size, line, transparency and texture as well as other aspects such as the partwhole relationship and the materials and techniques used in the artworks. It was also observed in the process of creating images, that the fathers and their children had experiences in planning and initiating the creation process, continuing the drawing/colouring process, associating their artwork with the exhibition, naming their artwork and creating a common symbol. In addition, it was found that the fathers created narratives stating that they learned more about the perspective of their children regarding art, got to better know their children's interests due to the artistic experience and decided to have more frequent artistic experiences with their children in the future.

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Curriculum Based Interactive Exhibition Design and Family's Learning Experiences: A Case Study of the Children's Art Museum in Taipei

Cited by 12 publications

References 22 publications

LEARN: Essential Elements of Museum Education Programs for Young Children

LEARN: Essential Elements of Museum Education Programs for Young Children

Getty Museum Family Room – Educational Issues on Scaffolding and Transfer of Learning

Fathers with their Children at an Art Exhibition: A Narrative Study

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