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Teaching in the Art Museum
Teaching in the Art Museum investigates the mission, history, theory, practice, and future prospects of museum education. In this book Rika Burnham and Elliott Kai-Kee define and articulate a new approach to gallery teaching, one that offers groups of visitors deep and meaningful experiences of interpreting art works through a process of intense, sustained looking and thoughtfully facilitated dialogue.--[book cover].
Time and Presence in Art
This volume explores the relationship between temporality and presence in medieval artworks from the third to the sixteenth centuries. It is the first extensive treatment of the interconnections between medieval artworks' varied presences and their ever-shifting places in time. The volume begins with reflections on the study of temporality and presence in medieval and early modern art history. A second section presents case studies delving into the different ways medieval artworks once created and transformed their original viewers' experience of the present. These range from late antique Constantinople, early Islamic Jerusalem and medieval Italy, to early modern Venice and the Low Countries. A final section explores how medieval artworks remain powerful and relevant today. This section includes case studies on reconstructing presence in medieval art through embodied experience of pilgrimage, art historical research and museum education. In doing so, the volume provides a first dialog between museum educators and art historians on the presence of medieval artifacts. It includes contributions by Hans Belting, Keith Moxey, Rika Burnham and others.
The Art of Renaissance Europe
Works in the Museum's collection that embody the Renaissance interest in classical learning, fame, and beautiful objects are illustrated and discussed in this resource and will help educators introduce the richness and diversity of Renaissance art to their students. Primary source texts explore the great cities and powerful personalities of the age. By studying gesture and narrative, students can work as Renaissance artists did when they created paintings and drawings. Learning about perspective, students explore the era's interest in science and mathematics. Through projects based on poetic forms of the time, students write about their responses to art. The activities and lesson plans are designed for a variety of classroom needs and can be adapted to a specific curriculum as well as used for independent study. The resource also includes a bibliography and glossary.
Activity-Based Teaching in the Art Museum
This groundbreaking book explores why and how to encourage physical and sensory engagement with works of art. An essential resource for museum professionals, teachers, and students, the award-winning Teaching in the Art Museum (Getty Publications, 2011) set a new standard in the field of gallery education. This follow-up book blends theory and practice to help educators—from teachers and docents to curators and parents—create meaningful interpretive activities for children and adults. Written by a team of veteran museum educators, Activity-Based Teaching in the Art Museum offers diverse perspectives on embodiment, emotions, empathy, and mindfulness to inspire imaginative, spontaneous interactions that are firmly grounded in history and theory. The authors begin by surveying the emergence of activity-based teaching in the 1960s and 1970s and move on to articulate a theory of play as the cornerstone of their innovative methodology. The volume is replete with sidebars describing activities facilitated with museum visitors of all ages.
Creating Meaningful Museum Experiences for K–12 Audiences
Creating Meaningful Museum Experiencesfor K–12 Audiences: How to Connect with Teachers and Engage Students is the first book in more than a decade to provide a comprehensive look at best practices in working with this crucial segment of museum visitors. With more than 40 contributors from art, history, science, natural history, and specialty museums across the country, the book asks probing questions about museum-school relationships, suggests new paradigms, and offers creative approaches. Fully up-to-date with current issues relevant to museums’ work with schools, including anti-racist teaching approaches and pivoting to virtual programming during the pandemic, this book is essential fo...
Publications of the Metropolitan Museum of Art, 1964-2005
The present volume, Publications of The Metropolitan Museum of Art, 1964-2005, is a successor to a volume published by the Museum in 1965 entitled Publications of The Metropolitan Museum of Art, 1870-1964. These two bibliographic volumes endeavor to list all the known books, pamphlets, and serial publications bearing the Museum's imprint, and issued by the institution during the first 135 years of its existence (through June 2005). The first volume was compiled by Albert TenEyck Gardner, at the time an Associate Curator of American Paintings and Sculpture, and the present volume has been compiled from the Annual Reports issued by the Museum during the relevant years. Together the two volumes...
Professionalizing Practice. A Critical Look at Recent Practice in Museum Education
"Sponsored by the Museum Education Roundtable"--Provided by publisher.
The Cultural Post
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Museum and Gallery Education
The educational role of museums has become a key professional concern. This book addresses the educational role museums play from an international perspective. The contributed essays provide timely reviews of the key themes and case studies provide practical examples of the research. Ideally suited for all museum staff and students of museum studies.
Visual Thinking Strategies
"What’s going on in this picture?" With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art. It provides for open-ended yet highly structured discussions of visual art, and significantly increases students’ critical thinking, language, and literacy skills along the way. Philip Yen...
