1997
DOI: 10.1111/1468-0033.00089
|View full text |Cite
|
Sign up to set email alerts
|

The Art Museum in Partnership with Schools

Abstract: Art education is slowly but surely making its way into the school curriculum in a number of countries, posing new challenges to the role of the art museum in the community. However, the changing school‐museum partnership is not without problems, and fresh approaches will have to be devised to make it work effectively. The author is a psychology graduate of the University of Copenhagen and has worked as a research psychologist with projects at the University Art Museum in Berkeley, California, the Metropolitan … Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1

Citation Types

0
7
0

Year Published

2014
2014
2023
2023

Publication Types

Select...
6

Relationship

0
6

Authors

Journals

citations
Cited by 7 publications
(7 citation statements)
references
References 0 publications
0
7
0
Order By: Relevance
“…The fourth key positive outcome is entertainment, that is, pleasure or interest through appreciating or expressing art. Engaging with visual art may be enjoyable for diverse reasons, from a pleasant distraction to an engrossing intellectual experience (Funch, 1997). The well-being value of appreciation was highlighted by Clow and Fredhoi (2006), who found that visits to galleries can help reduce cortisol and self-reported stress.…”
Section: Visual Artmentioning
confidence: 99%
“…The fourth key positive outcome is entertainment, that is, pleasure or interest through appreciating or expressing art. Engaging with visual art may be enjoyable for diverse reasons, from a pleasant distraction to an engrossing intellectual experience (Funch, 1997). The well-being value of appreciation was highlighted by Clow and Fredhoi (2006), who found that visits to galleries can help reduce cortisol and self-reported stress.…”
Section: Visual Artmentioning
confidence: 99%
“…Conditions similar to Enhanced Awareness states have previously been described as “Object and I for myself” (Ognjenovic, 2003), absorption (Tellegen & Atkinson, 1974), peak experience (Maslow, 1971), flow (Csikszentmihalyi, 1997), aesthetic experience (Funch, 1997; Marković, 2012) and “exceptional state of mind” (Pelowski, 2015; Pelowski et al, 2021). These states are characterized by a very strong focus on only one object, fascination with it, loss of awareness of time, loss of self-awareness, weakening of boundaries, transcending everyday purpose and meaning of the object, transformation of self, and a strong and clear sense of unity with the object.…”
Section: Discussionmentioning
confidence: 92%
“…Notwithstanding cognitive and emotional evaluations, aesthetic experiences doubtless involve the body in its entirety, including our sense of gravity and verticality. The participants came out of the exhibition with an improved sense of verticality; this can contribute to the elaboration of aesthetic experience, which is existential and contributes to personal integrity according to philosophers ( Funch, 1997 ).…”
Section: Discussionmentioning
confidence: 99%