By Maria Xanthoudaki, Les Tickle, Veronica Sekules (eds.)
Researching visible Arts schooling in Museums and Galleries brings jointly case experiences from Europe, Asia and North the United States, in a manner that would lay a origin for overseas co-operation sooner or later improvement and verbal exchange of practice-based learn. The learn in all the circumstances without delay stems from academic perform in very specific contexts, indicating immediately the range and aspect of practitioners' issues and their universal pursuits.
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Additional resources for Researching Visual Arts Education in Museums and Galleries: An International Reader
Clearly, however, when the PMM methodology is used judiciously at critical junctures in the design and implementation of an exhibition or programme, the methodology can supply significant insights into how visitors learn in and from museums. The most obvious advantage of Personal Meaning Mapping is that it can look at change within as well as across individuals and register the degree and intensity of that change over time. Moreover, it enables a quantitative analysis that is extremely sensitive to the qualitative nature of learning in free-choice environments.
Washington, DC: American Association for Museums. 1995. Falk, John H. & Dierking, Lynn D. The Museum Experience. Washington, DC: Whalesback, 1992. Falk, John H. & Dierking, Lynn D. Lessons Without Limit: How Free-Choice Learning is Transforming Education. Walnut Creek, CA: AltaMira. 2002. , T. Moussouri, and D. Coulson. “The effect of visitors’ agendas on museum learning”. 2: 107-120. E. “Multiple Assessment for Multiple Learning Styles”. Science Scope, 15(6): 54-55 (1992). Harris, Neil. ” Insights: Museums, Visitors, Attitudes, Expectations.
Not only did such training seem totally impractical in the free-choice setting where people have neither the time nor the inclination to invest in such a process, but it also seemed that the training would over-influence visitors’ understanding of the topic. Second, the “scoring” rubrics used by concept map researchers were still very positivistic and reductionist. Although learners were permitted to “map” all of the idiosyncrasies of their personal cognitive reality, scoring was based upon the degree to which maps matched some pre-determined cognitive reality.