Thinking about Art: The Role of Single-Visit Art Museum Field Trip Programs in Visual Arts Education
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2021
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| _version_ | 1867181866917822464 |
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| author | Krantz, Amanda Downey, Stephanie |
| author_facet | Krantz, Amanda Downey, Stephanie Krantz, Amanda Downey, Stephanie |
| collection | Education Resources Information Center |
| contents | Thinking about Art: The Role of Single-Visit Art Museum Field Trip Programs in Visual Arts Education Krantz, Amanda Downey, Stephanie Art Education Museums Field Trips Visual Arts 21st Century Skills Arts Centers Instructional Effectiveness Creative Thinking Empathy Critical Thinking Elementary Secondary Education The 2015 passing of Every Student Succeeds Act (ESSA) to replace No Child Left Behind was celebrated within the arts community (Arts Education Partnership, 2017; National Art Education Association, 2017; Walker, 2016) for embracing a "well-rounded education" that explicitly includes the arts in its definition (ESSA, 2015, p. 298). In 2009, prior to ESSA's passage, the Institute of Museum and Library Services (IMLS) released the report "Museums, Libraries, and 21st-Century Skills" to underscore that museums and libraries are learning pillars that support 21st-century skills, which include critical thinking and problem solving, creativity and innovation, and visual literacy, among others. In the decade following the IMLS report (2009), "21st-century skills" became common museum parlance. The authors of this article, evaluators working with all types of museums nationwide, received regular requests for evaluations of programs and exhibitions that foster 21st-century skills. But while museums were working to support students' well-rounded education as a 21st-century learning pillar, the evidence of museums' impact on students was lacking (Terrassa et al., 2016). Two independent studies about the effects of single-visit art museum field trip programs, art museums' most common outreach to schools (RK&A, 2015), provide such evidence. In this article, the authors present the results of these two studies along with a description of art museum pedagogy. |
| format | Recurso educativo Open Access |
| id | eric_EJ1293717 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | Thinking about Art: The Role of Single-Visit Art Museum Field Trip Programs in Visual Arts Education Krantz, Amanda Downey, Stephanie Art Education Museums Field Trips Visual Arts 21st Century Skills Arts Centers Instructional Effectiveness Creative Thinking Empathy Critical Thinking Elementary Secondary Education Thinking about Art: The Role of Single-Visit Art Museum Field Trip Programs in Visual Arts Education Krantz, Amanda Downey, Stephanie Art Education Museums Field Trips Visual Arts 21st Century Skills Arts Centers Instructional Effectiveness Creative Thinking Empathy Critical Thinking Elementary Secondary Education The 2015 passing of Every Student Succeeds Act (ESSA) to replace No Child Left Behind was celebrated within the arts community (Arts Education Partnership, 2017; National Art Education Association, 2017; Walker, 2016) for embracing a "well-rounded education" that explicitly includes the arts in its definition (ESSA, 2015, p. 298). In 2009, prior to ESSA's passage, the Institute of Museum and Library Services (IMLS) released the report "Museums, Libraries, and 21st-Century Skills" to underscore that museums and libraries are learning pillars that support 21st-century skills, which include critical thinking and problem solving, creativity and innovation, and visual literacy, among others. In the decade following the IMLS report (2009), "21st-century skills" became common museum parlance. The authors of this article, evaluators working with all types of museums nationwide, received regular requests for evaluations of programs and exhibitions that foster 21st-century skills. But while museums were working to support students' well-rounded education as a 21st-century learning pillar, the evidence of museums' impact on students was lacking (Terrassa et al., 2016). Two independent studies about the effects of single-visit art museum field trip programs, art museums' most common outreach to schools (RK&A, 2015), provide such evidence. In this article, the authors present the results of these two studies along with a description of art museum pedagogy. |
| title | Thinking about Art: The Role of Single-Visit Art Museum Field Trip Programs in Visual Arts Education |
| topic | Art Education Museums Field Trips Visual Arts 21st Century Skills Arts Centers Instructional Effectiveness Creative Thinking Empathy Critical Thinking Elementary Secondary Education |
| url | https://eric.ed.gov/?id=EJ1293717 |