In North America, art museums have rendered services to elementary schools since the early 1900s. Although the scope and number of these services have expanded in the past several decades, the nature of the art museum-elementary school collaborative relationship can be problematic, and even counterproductive to the enhancement of quality of art education. There are some crucial issues related to the nature of and factors underlying collaboration among elementary schools and art museums, that need to be carefully considered in order for these efforts to be successful and fruitful. Since the relationship between attitudes and behavior is reciprocal, the attitudes of art museum educators in regard to art museum-elementary school collaboration are crucial to the quality and effectiveness of any collaborative endeavors and directly impact art museums' contribution to elementary art education. Therefore, this study explores art museum educators' attitudes in regard to art museum-elementary school collaboration. The present investigation is the only study of its kind in Canada to date. From the fall of 1997 to the spring of 1998, I conducted a survey of art museum educators in the province of British Columbia, Canada as well as interviews involving nine informants working in two art museums. Moreover, in order to meaningfully interpret the interview data, I observed the informants' daily routines in these galleries and collected documents related to the two study sites. This mixed method design was used to study BC art museum educators' attitudes in regard to art museum-elementary school collaboration relative to six specific issues: 1) models of art museum/gallery-school collaboration; 2) pedagogy and methods of art museum/gallery programs for elementary schools; 3) art museum/gallery programs and resources for elementary school teachers; 4) elementary school teacher participation in school-oriented art museum education; 5) content of art museum/gallery programs for elementary schools; and 6) linkage of art museum/gallery school programs and elementary school curricula. The results of this study suggest important implications to the future of collaborative endeavors bringing together elementary schools and art museums by highlighting issues related to the dynamics of the art museum educator - elementary school teacher relationships, professional knowledge and expertise, and curriculum links that strongly impact on such partnerships. They also provide guidance for future related research.

In North America, art museums have rendered services to elementary schools since the early 1900s. Although the scope and number of these services have expanded in the past several decades, the nature of the art museum-elementary school collaborative relationship can be problematic, and even counterproductive to the enhancement of quality of art education. There are some crucial issues related to the nature of and factors underlying collaboration among elementary schools and art museums, that need to be carefully considered in order for these efforts to be successful and fruitful. Since the relationship between attitudes and behavior is reciprocal, the attitudes of art museum educators in regard to art museum-elementary school collaboration are crucial to the quality and effectiveness of any collaborative endeavors and directly impact art museums' contribution to elementary art education. Therefore, this study explores art museum educators' attitudes in regard to art museum-elementary school collaboration. The present investigation is the only study of its kind in Canada to date. From the fall of 1997 to the spring of 1998, I conducted a survey of art museum educators in the province of British Columbia, Canada as well as interviews involving nine informants working in two art museums. Moreover, in order to meaningfully interpret the interview data, I observed the informants' daily routines in these galleries and collected documents related to the two study sites. This mixed method design was used to study BC art museum educators' attitudes in regard to art museum-elementary school collaboration relative to six specific issues: 1) models of art museum/gallery-school collaboration; 2) pedagogy and methods of art museum/gallery programs for elementary schools; 3) art museum/gallery programs and resources for elementary school teachers; 4) elementary school teacher participation in school-oriented art museum education; 5) content of art museum/gallery programs for elementary schools; and 6) linkage of art museum/gallery school programs and elementary school curricula. The results of this study suggest important implications to the future of collaborative endeavors bringing together elementary schools and art museums by highlighting issues related to the dynamics of the art museum educator - elementary school teacher relationships, professional knowledge and expertise, and curriculum links that strongly impact on such partnerships. They also provide guidance for future related research. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate