Abstract
The chapter analyses the contribution of museums and galleries to art education in primary schools. In particular, it focuses on the ways teachers use stimuli and ideas offered during a museum visit into their classroom art practice. The evidence is drawn from comparative research in two museums, three galleries and sixteen primary schools in England and Greece. The research revealed two basic methodological ‘models’ of educational programmes in terms of their contribution to art education: 1) ‘the gallery as a classroom resource’ and 2) ‘the gallery as teacher about its own collection’, models which differ in terms of teaching and learning approaches, flexibility of educational tasks and relation to classroom teaching. The models are discussed in the context of the existing curricula and school practice in the two countries, and also of educational provision in the museums and galleries. The comparative approach aims to draw attention to more ‘universal’ realities rather than institutional, classroom or country characteristics, and develop suggestions for the improvement of the relationship between museum educational services and art practice in schools.
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Xanthoudaki, M. (2003). Museums, Galleries and Art Education in Primary Schools. In: Xanthoudaki, M., Tickle, L., Sekules, V. (eds) Researching Visual Arts Education in Museums and Galleries. Landscapes: The Arts, Aesthetics, and Education, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0043-7_8
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DOI: https://doi.org/10.1007/978-94-010-0043-7_8
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