Seventeenth International Conference on the Inclusive Museum

Abstract

Urban art education is an important part of the visual representation at the museums. This field of education supports visual literacy, object-based learning, and critical thinking. The importance of the reductive representations of new ideas, new artistic approaches, and the representations of creativity can be seen in the outcomes of the aesthetics, creativity, and the process of making the artworks in a nontraditional way in education. The implementation, interpretation, and incorporation of personal ideas can be reflected through them. Art education can be related to the history, traditional ways to make the artworks, and the educational environment of the museums that are both repositories of culture and themselves for a comparison with the pro pedagogical ways of teaching and learning about art education. According to O’Donoghue (2011), “In challenging common-sense notions of what learning is, where it occurs and for whom, these pedagogical events anticipate and take us beyond our present sense of the possible in art education”(p. 1). Urban art education expands the knowledge of learners. The exhibited and displayed artworks do have a positive impact on others, and the use of the techniques, methods, materials, and the process of making the artworks inform the museums. According to Lasky (2009), “Learning from objects in museums helps learners access their imaginations to engage with a set of concepts, the history of a people, the history of an aesthetic movement, or the cultural norms of society (p. 73). This research investigates the importance of representation in urban museums.