Art Museum Programs for School Visits

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  • Title: Art Museum Programs for School Visits: Discussing Foundational and Methodological Approaches
  • Author(s): Ana Tirado De La Chica
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Inclusive Museum
  • Journal Title: The International Journal of the Inclusive Museum
  • Keywords: Art Museums, Museum Education, School Visits, Qualitative Research
  • Volume: 12
  • Issue: 3
  • Year: 2019
  • ISSN: 1835-2014 (Print)
  • ISSN: 1835-2022 (Online)
  • DOI: https://doi.org/10.18848/1835-2014/CGP/v12i03/65-83
  • Citation: Tirado De La Chica, Ana. 2019. "Art Museum Programs for School Visits: Discussing Foundational and Methodological Approaches." The International Journal of the Inclusive Museum 12 (3): 65-83. doi:10.18848/1835-2014/CGP/v12i03/65-83.
  • Extent: 19 pages

Abstract

This article is about education in art museums. The problem with the research lies in the difficulty of defining educational criteria for art museum school visits. The school curriculum has become a common foundation for them and contributions of the museum setting to education have become invisible. The objective of the research is to examine an art museum program in order to identify the characteristics and deficiencies with regard to both, in accordance with the school curriculum and with the criteria in museum education, respectively. The methodology is based on deductive qualitative research. It deals with the design of the analysis from two approaches: one based on the National Curriculum and other based on ICOM-CECA’s Quality Criteria for Museum Education. It comprises a sample of a program for primary education school groups at the Picasso Museum of Barcelona, conducted in June 2018. Results are directed, on the one hand, to curriculum objectives, competences, content, methodologies, and evaluation; and, on the other hand, to asking open-ended questions, transversality, academic connections, main ideas, and museographic meanings, respectively. Conclusions provide the validation of the analysis proposed and offer more detailed information that support a better comprehension of partnerships between art museums and schools.