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作者 Chang, Eunjung
書名 Making personal meaning from a museum experience: Undergraduate students' art learning experiences at the Indiana University Art Museum
國際標準書號 9780549157434
book jacket
說明 322 p
附註 Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2767
Adviser: Enid Zimmermen
Thesis (Ph.D.)--Indiana University, 2007
Recent research acknowledges that visitors come to museums with their own agendas and construct their own meanings about museum objects and experiences. Even in highly structured tours, regardless of tour goals, visitors' different expectations, previous museum experiences, and levels of perceptual skills mean that a museum experience is often personal and individual rather than standard and generic. As such, understanding the nature of personal meaning-making and various kinds of meanings that students take away from art museum experiences are important to art teachers for maximizing students' learning experiences from a museum tour
In this study, I examined ways different students constructed their learning experiences with works of art in a highly structured docent tour at the Indiana University Art Museum (IUAM). Questions asked were: What did students learn about the IUAM and its works of art? How did they construct their own meanings from their museum experiences? What personal meanings did they take away from the experience? I also examined students' learning at a museum compared with learning on an online web-based tour about the same works of art. This study was designed as a case study and qualitative methods were used to collect, analyze, and interpret the data. Falk and Dierking's (2000) Contextual Model of Learning was used as a conceptual framework to interpret findings. As a result, this study supports Falk and Dierking's contention that visitor's museum experiences are filtered through their personal contexts, mediated by the socio-cultural contexts, and embedded within physical contexts of a museum. However, it did not confirm all eight factors that Falk and Dierking cited as significant for quality learning and needed for personal meaning-making. In the highly structured and required museum tour, students' motivations, beliefs, and cultural backgrounds did not influence their meaning-making as a result of the IUAM learning experience. In particular, students easily changed their perceptions about visiting an art museum, either positively or negatively, from their museum experiences. It was concluded that the IUAM tour can be made more meaningful for diverse students when it reinforces contextual learning experiences and addresses the nature of individual students' personal meaning-making based on their past museum experiences, expectations about the museum and its collections, and their own personal interests
School code: 0093
Host Item Dissertation Abstracts International 68-07A
主題 Education, Art
Education, Higher
Alt Author Indiana University. School of Education
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