Is It Always Worth the Trip? The contribution of museum and gallery educational programmes to classroom art education

Xanthoudaki, Maria

doi:10.1080/0305764980280204

Cited by 23 publications

(15 citation statements)

References 6 publications

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“…There have been a number of studies over the past decade that show ways to close the gap between the so-called formal and informal environments of school and museum. Xanthoudaki (1998) describes the contrast between art museum programs which are aimed at supporting the teacher by "helping teachers help themselves" through discussing and planning programs with and for teachers; and ready-prepared programs which may or may not match the teachers' or students' requirements. She describes these two models as "the gallery as classroom resource" (Model 1) and "the gallery as teacher about its own collections" (Model 2) (p. 189).…”

Section: Crossing Boundariesmentioning

confidence: 96%

Research on students and museums: Looking more closely at the students in school groups

2004

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This paper surveys research over the past decade on school group visits to museums. By shifting attention to students' views about field trips, to their socially negotiated learning behaviors during field trips and the interaction between learning in the classroom and in the museum, this research has afforded a deeper understanding of the nature of learning in these contexts. This paper explores these aspects through a look at what the literature tells us about the similarities and differences between how families and students learn in museums, then investigates this further through the voices of adults and students in museums. The impact of the valuing and definition of learning in museums by students and teachers leads to discussion of boundary crossings between museums and schools.C

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Section: Crossing Boundariesmentioning

confidence: 96%

Research on students and museums: Looking more closely at the students in school groups

2004

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“…However, it seems that some types of experiences may have more potential to help teachers maximize student learning than others. For instance, when programs are developed in alignment with school curricula and teacher goals rather than being driven primarily by what museums feel teachers should value, integration of the visit into the classroom is more likely (Xanthoudaki, 1998). Out-of-school settings should therefore consult teachers and other school officials when designing field trip experiences and related support materials.…”

Section: The Role Of the Out-of-school Setting In Influencing Field Tmentioning

confidence: 99%

A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future

DeWitt¹,

Storksdieck²

2008

Visitor Studies

329

197

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This review of the literature on field trips to out-of-school settings will briefly summarize key findings and discuss implications for future research and field trip practice. Cognitive and affective learning can occur as a result of class visits to out-of-school settings, and learning outcomes are fundamentally influenced by the structure of the field trip, setting novelty, prior knowledge and interest of the students, the social context of the visit, teacher agendas, student experiences during the field trip, and the presence or absence and quality of preparation and follow-up. Field trips, however, are not ideal for teaching complex concepts or even isolated facts, they are not "better classroom settings"; instead, they serve best as opportunities for exploration, discovery, first-hand and original experiences. Despite systemic pressures to the contrary, teachers and informal educators tend to agree on this broader vision of field trips and this article makes a variety of suggestions for putting such a vision into practice.

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“…Table 2 lists some questions to address for helping children prepare for their musuem visit (see Table 2). While it is important that there is a correspondence between the curriculum in the classroom and the programs offered in the museum (Xanthoudaki 1998), the field trip to the museum should be experience-driven rather than information-driven (Rapp 2005). Secondly, teachers are encouraged to engage students in subsequent follow-up activities and in planning additional follow-up trips to the same museum (Rapp 2005).…”

Section: Museums As Environments For Learningmentioning

confidence: 99%

Integration of Play, Learning, and Experience: What Museums Afford Young Visitors

Henderson

Atencio

2007

Early Childhood Educ J

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This paper examines important factors in maximizing children's experiential learning in the context of inquiry-based children's museums. Learning is understood as situated in physical, social, and interactive context that is best achieved when children have opportunities to engage in play-based inquiry. Recommendations for maximizing children's learning in museums, supporting children's interactions with peers and adults, and offering affordances for children's play are discussed.

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Is It Always Worth the Trip? The contribution of museum and gallery educational programmes to classroom art education

Cited by 23 publications

References 6 publications

Research on students and museums: Looking more closely at the students in school groups

Research on students and museums: Looking more closely at the students in school groups

A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future

Integration of Play, Learning, and Experience: What Museums Afford Young Visitors

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