Museum Education Division
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NAEA-AAMD NATIONAL RESEARCH STUDY: IMPACT OF ART MUSEUM PROGRAMS ON K-12 STUDENTS
Downloaded by [68.111.253.225] at 14:54 24 October 2017
What are the benefits to students of engaging with original works of art within the context of object-based art museum programs that take place during the formal school day? The Museum Education Division has been exploring this question in earnest since 2011, partnering with the Association of Art Museum Directors (AAMD) on a multi-year national research study. The project is investigating how single-visit programs (or field trips) to art museums affect K-12 students’ skills and capacities, looking at grades 4-6. Literature Review As we embarked on this project, we found that surprisingly very little data exists about the impact of one-time art museum programs or field trips on participants. As we gathered relevant resources, we sought to better understand how engaging directly with original works of art within the distinctive physical and social setting of art museums and through constructivist pedagogies, might lead to or heighten a range of student outcomes in five interrelated areas: (1) critical thinking, (2) creative thinking, (3) affective/sensorial response, (4) human connections/empathy, and (5) academic development. The hypothesis of the project is that, though short in duration,
single-visit programs or field trips affect students in complex, multi-dimensional ways that are central to their education. That analysis of existing research examining the relationship between K-12 learning and visits to all types of museums was compiled into a comprehensive Literature Review, available at bit.ly/ArtImpact. I cannot emphasize how useful this resource is; it provided invaluable sources as a colleague and I advocated for major changes in our intensive professional development program for K-12 educators. Are you already using the Literature Review? Tell us about it! Share your story via Twitter or Facebook including the project hashtag, #ArtImpact Research Initiative Update Last academic year was quite busy for Year 2 of the project, as evaluators from Randi Korn & Associates collected data from five art museum sites: Columbus Museum of Art; Hammer Museum; Museum of Fine Arts, Houston; Orlando Museum of Art; and Walters Museum of Art. Programs were scheduled and data collected at 37 schools in seven school districts throughout the United States. We also engaged 150 teachers and provided field trips for more than 4,100 students, of which we collected study permissions and data from more than 2,400.
The Detroit Institute of Arts.
For Year 3, evaluators are currently working diligently on the immense task of data analysis through the winter. In addition to the study results, the core project team, composed of division leadership, is creating a related
user guide featuring assessment tools and advocacy tips when speaking to a variety of stakeholders, and planning the culminating symposium for the following fall. Mark Your Calendar: Symposium October 2018 The Impact of Art Museum Programs on K-12 Students Symposium will take place on October 13 and 14, 2018, at the Detroit Institute of Arts. The core project team is working hard to plan this culminating event, during which we will dive deeper into the results, share ideas, and distribute the user’s guide with tips for how to use the findings in K-12 programs in your museum. Stay tuned to our webpage for more details including hotel, program fees, and travel tips. I hope you will join us for this important art museum education research and advocacy event. We are grateful to the Institute for Museum and Library Services and the Samuel H. Kress Foundation for their essential funding for the Research Initiative. I encourage you to further explore these different resources for this study: 1. Literature Review, The Impact of Art Museum Programs on Students: http://bit.ly/ArtImpact 2. Summary of Results, Survey of Single Visit K-12 Art Museum Programs: http://bit.ly/ ArtImpactSurveySummary 3. Full Report, Survey of Single Visit K-12 Art Museum Programs: http:// bit.ly/ArtImpactFullSurvey 4. White Paper About the Research Initiative: Impact of Art Museum Programs on K-12 Students: http:// bit.ly/ArtImpactWhitePaper 5. Criteria for Museum Site Selection: http://bit.ly/ArtImpactSiteCriteria
Michelle Grohe Division Director. Assistant Curator of Education & School Programs, Isabella Stewart Gardner Museum, Boston, MA. Tel: 617-278-5149. E-mail: [email protected]; Twitter: @michellegrohe Elect: Juline Chevalier, Head of Interpretation and Participatory Experiences, Minneapolis Institute of Art, 2400 3rd Ave. South, Minneapolis, MN 55404. Tel: 612-870-6317. E-mail: [email protected] Regional Directors: Eastern: Jenn DePrizio, [email protected]; Southeastern: Michelle Harrell, [email protected]; Western: Melissa Tanner, [email protected]; Pacific: Emily Jennings, [email protected] 22
NAEA NEWS
Vol. 59, No. 5, October/November 2017
Google+: NAEA Museum Education Division
Twitter: @NAEAMusEd
YouTube: NAEA Museum Education Division
Not on social media but interested in getting up to date information on the division? Please subscribe to the Museum Education Listserv by emailing [email protected]. To post: [email protected]
NAEA-AAMD NATIONAL RESEARCH STUDY: IMPACT OF ART MUSEUM PROGRAMS ON K-12 STUDENTS
Downloaded by [68.111.253.225] at 14:54 24 October 2017
What are the benefits to students of engaging with original works of art within the context of object-based art museum programs that take place during the formal school day? The Museum Education Division has been exploring this question in earnest since 2011, partnering with the Association of Art Museum Directors (AAMD) on a multi-year national research study. The project is investigating how single-visit programs (or field trips) to art museums affect K-12 students’ skills and capacities, looking at grades 4-6. Literature Review As we embarked on this project, we found that surprisingly very little data exists about the impact of one-time art museum programs or field trips on participants. As we gathered relevant resources, we sought to better understand how engaging directly with original works of art within the distinctive physical and social setting of art museums and through constructivist pedagogies, might lead to or heighten a range of student outcomes in five interrelated areas: (1) critical thinking, (2) creative thinking, (3) affective/sensorial response, (4) human connections/empathy, and (5) academic development. The hypothesis of the project is that, though short in duration,
single-visit programs or field trips affect students in complex, multi-dimensional ways that are central to their education. That analysis of existing research examining the relationship between K-12 learning and visits to all types of museums was compiled into a comprehensive Literature Review, available at bit.ly/ArtImpact. I cannot emphasize how useful this resource is; it provided invaluable sources as a colleague and I advocated for major changes in our intensive professional development program for K-12 educators. Are you already using the Literature Review? Tell us about it! Share your story via Twitter or Facebook including the project hashtag, #ArtImpact Research Initiative Update Last academic year was quite busy for Year 2 of the project, as evaluators from Randi Korn & Associates collected data from five art museum sites: Columbus Museum of Art; Hammer Museum; Museum of Fine Arts, Houston; Orlando Museum of Art; and Walters Museum of Art. Programs were scheduled and data collected at 37 schools in seven school districts throughout the United States. We also engaged 150 teachers and provided field trips for more than 4,100 students, of which we collected study permissions and data from more than 2,400.
The Detroit Institute of Arts.
For Year 3, evaluators are currently working diligently on the immense task of data analysis through the winter. In addition to the study results, the core project team, composed of division leadership, is creating a related
user guide featuring assessment tools and advocacy tips when speaking to a variety of stakeholders, and planning the culminating symposium for the following fall. Mark Your Calendar: Symposium October 2018 The Impact of Art Museum Programs on K-12 Students Symposium will take place on October 13 and 14, 2018, at the Detroit Institute of Arts. The core project team is working hard to plan this culminating event, during which we will dive deeper into the results, share ideas, and distribute the user’s guide with tips for how to use the findings in K-12 programs in your museum. Stay tuned to our webpage for more details including hotel, program fees, and travel tips. I hope you will join us for this important art museum education research and advocacy event. We are grateful to the Institute for Museum and Library Services and the Samuel H. Kress Foundation for their essential funding for the Research Initiative. I encourage you to further explore these different resources for this study: 1. Literature Review, The Impact of Art Museum Programs on Students: http://bit.ly/ArtImpact 2. Summary of Results, Survey of Single Visit K-12 Art Museum Programs: http://bit.ly/ ArtImpactSurveySummary 3. Full Report, Survey of Single Visit K-12 Art Museum Programs: http:// bit.ly/ArtImpactFullSurvey 4. White Paper About the Research Initiative: Impact of Art Museum Programs on K-12 Students: http:// bit.ly/ArtImpactWhitePaper 5. Criteria for Museum Site Selection: http://bit.ly/ArtImpactSiteCriteria
Michelle Grohe Division Director. Assistant Curator of Education & School Programs, Isabella Stewart Gardner Museum, Boston, MA. Tel: 617-278-5149. E-mail: [email protected]; Twitter: @michellegrohe Elect: Juline Chevalier, Head of Interpretation and Participatory Experiences, Minneapolis Institute of Art, 2400 3rd Ave. South, Minneapolis, MN 55404. Tel: 612-870-6317. E-mail: [email protected] Regional Directors: Eastern: Jenn DePrizio, [email protected]; Southeastern: Michelle Harrell, [email protected]; Western: Melissa Tanner, [email protected]; Pacific: Emily Jennings, [email protected] 22
NAEA NEWS
Vol. 59, No. 5, October/November 2017
