附註:"UMI Number: 3448038--T.p. verso.
103年科技部補助人文及社會科學研究圖書設備計畫規劃主題 : 藝術學 : 博物館蒐藏與文化展示.
Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: 1525.
Adviser: Judith M. Burton.
Thesis (Ed.D.)--Teachers College, Columbia University, 2011.
Includes bibliographical references.
摘要:Theories of interactive learning, experiential learning, and constructivism have changed museum professionals' approach to exhibition design for children and their families. While there have been some research studies focused on this topic conducted in science museums and history museums, there is little research taking place in art galleries. This research study seeks to examine the teaching principles applied to and learning experiences that occurred in interactive art galleries designed for children and families. Grounded in two case studies, one centered on the A Vastly Different Perspective exhibition at the Children's Art Museum in Taipei (CAMIT) and the other at the J. Paul Getty Museum in Los Angeles (Getty), my research engages issues related to the integration of educational concepts, presentation of art collections or themes, and family visitors' interactions with the setting and with each other. , The research findings suggest that there is a wide range of innovative approaches in the realization of interactive exhibition design. CAMIT, a museum without a collection of adult artists' work, creates exhibitions based on thematic art studio curricula. The most challenging issue confronting the design team is the search for appropriate materials and explicit visual presentation to translate the artistic concepts from the studio environment to interactive galleries. In contrast, the Getty design teams strive to create interactive displays related to its collections so that visitors can transfer the artistic concepts learned in the interactive galleries to their experiences of the artworks themselves. , This study provides critical educational implications for art museums involved in exhibition design for family visitors. Implications discussed include the inclusion of professionals with different expertise, the strategies of creating museum within schools, and characteristics of effective interactives that engage visitors. This study also raises issues that art museums must consider in their future practice. These issues include: transfer of learning from interactive galleries to traditional galleries; "learning by doing" and its relations to text provided; and the need for thorough analysis of constructivist exhibition designs in art museums.
