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|Title:||Effects of a museum-school collaborative on seventh-grade students of an urban public elementary school|
|Author(s):||Ludwig, Mary Ann|
|Doctoral Committee Chair(s):||Rodgers, Frederick A.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||It is hypothesized that direct experiences with objects in an art museum that link history with art, the past with the present, and art with other aspects of life, can contribute to students' ability to experience a more realistic, personal, and integrated understanding of life and times in the past and present. Their thinking might be expanded so that they no longer see subject areas as separate categories but as part of a larger whole--life--because boundaries have been removed. This was an exploratory study to determine if there was some indication that the vitalizing effects suggested above could be seen in a particular museum-school collaborative involving only a single museum visit.
A program which addressed these issues was Museum Classroom, "American Art and Culture: 1650-1993," which attempted to integrate museum methodologies and materials into the standard 7th and 11th grade curriculum. It drew on The Art Institute of Chicago's strong permanent collections of American art and made use of the newly renovated Kraft General Foods Education Center. Six Chicago area schools--three suburban high schools and three Chicago elementary schools participated, with different curricular emphases that were embodied in interdisciplinary unit plans.
The purpose of this research was to investigate whether general vitalizing effects of art as well as more specific effects of integration and enlivening of school taught knowledge could be seen in the reactions, products, and subsequent behavior of some of the students that participated in the Museum Classroom program. Specifically, the study focuses on the experiences of seventh graders of an urban public elementary school whose focus was Colonial America. Three types of samples of student work were analyzed: (a) sketchbook/journal notes, (b) creative and descriptive writing about a portrait of "Mary Greene Hubbard" by John Singleton Copley, and (c) art work produced. In addition, (d) interviews were conducted and analyzed.
Results show that when some students, who participated in the carefully designed experience, encountered authentic objects in context at The Art Institute, separate learnings came together almost instantaneously and they arrived at larger understandings about life today as well as life in the past.
|Rights Information:||Copyright 1996 Ludwig, Mary Ann|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9702592|