The Power of a Peach: Using Teacher's Perceptions of Art History to Create Museum-Classroom Connections

This qualitative study looks to gather information on high school classroom art teacher's perceptions of art history, instructional methodologies for teaching art history, and how outside resources could potentially assist in increasing the presence of art history in the classroom. Secondary-level art teachers overall express a high degree of personal and professional interest in studying art history but report that space limits in instructional and curriculum time prevent them from including art history more in their classrooms. In addition to space in their curriculum, respondents reported a number of barriers to teaching art history and identify several possible ways museums can address these barriers and serve as an alternative learning space. Simultaneously in this paper, a review of the literature presents the unique learning benefits studying art history provides to students. As an extension of this learning, studying art history within the specific context of the art museum provides both teachers and students with an alternative learning space that is a unique and meaningful experience. Classroom teachers can potentially leverage these museum experiences to increase their overall instruction of art history within the art classroom.

Author

• Lautenberger, Diana M

Language

• en

Keyword

• museum learning
• teacher perceptions
• secondary education
• teacher professional development
• art as experience
• art history

Date created

• 2014

Type of Work

• Master's Thesis

License

• All rights reserved

Rights statement

• In Copyright

GW Unit

• Art Education

Degree

• M.A.T.

Advisor

• Lawton, Pamela

Committee Member(s)

• Honig, Selila
• D'Angelo, Adrienne

Persistent URL

•  https://scholarspace.library.gwu.edu/etd/3x816m88t