Final Project (M.A.)--John F. Kennedy University, 2005. / "August 29, 2005"--T.p. Includes bibliographical references (p. 93-98).

Final Project (M.A.)--John F. Kennedy University, 2005. / "August 29, 2005"--T.p. Includes bibliographical references (p. 125-133).

Thesis (M.S.)--Florida State University, 2003. / Survey based on "student sample from a visual arts school at a [Southeastern] university." Advisor: Dr. Lisa Waxman, Florida State University, School of Visual Arts and Dance, Dept. of Interior Design. Includes bibliographical references (p. 75-77). Also available in electronic form via the WWW.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 212-234).

Thesis (M.S.)--University of Delaware, 2006. / Principal faculty advisor: James E. Swasey, Dept. of Plant & Soil Sciences. Includes bibliographical references.

Thesis (M.S.)--Florida State University, 2003. / Advisor: Dr. Lisa Waxman, Florida State University, School of Visual Arts and Dance, Dept. of Interior Design. Title and description from dissertation home page (viewed Apr. 7, 2004). Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 3014. Includes bibliographical references (leaves 41-43).

Prior studies on museum visitors are extensively centred on national museums, the studies on regional museums are scarce. To fill in the academic gap, a research is proposed concerning the visitors of Dalarna Museum, a regional museum in Sweden. With an aim to profile visitors’ demographic characteristics and investigate the motivational factors that influence visitors’ frequency of visits, a face-to-face questionnaire survey was implemented at Dalarna Museum. To get visitors’ demographic characteristics, a few closed and open questions are devised to profile visitors’ gender, age, occupation, income, education, number of children and residence place. To investigate the motivational factors that influence visitors’ frequency of visits, a seven-point Likert questionnaire is employed with 17 motivational factors included. During a 12-day data collection, 372 visitors were invited to participate in the questionnaire survey, whereof 357 had filled in the questionnaire, generating a response rate that is as high as 96 percent. After data cleansing, there are 355 completed and valid responses in total. According to the results, some of visitors’ demographic characteristics are similar including gender, age, occupation, income, and number of children. However, the characteristics regarding visitors’ residence places and educational attainments are different comparing the frequent visitors to occasional visitors. Through running a multiple regression analysis, 13 out of the 17 motivational factors are detected having significant influences on visitors’ frequency of visits to Dalarna Museum, of which the most influential one is visitors’ day-outs with their friends and relatives.

The purpose of this study was to see how visitors to the Landmarks Video media station in the Art Building at The University of Texas at Austin described how they make meaning while watching video art and what learning models those visitors drew on in their responses. I conducted a qualitative case study using semi-structured interviews to see how visitors described their meaning making process. I used discourse analysis to compare the visitor’s responses to art and film theories to see where the responses and the existing theories overlapped. I applied the results of the discourse analysis to determine how visual literacy and media literacy could be used in museum education surrounding video art. Visitors drew on a variety of background experiences in their responses to the videos Sigalit Landau’s DeadSee (2005) and Dara Birnbaum’s Technology/Transformation: Wonder Woman (1978-1979) including past experiences with art and film as well as experiences with feminism, pop culture, and politics. Their responses also related to a variety of areas within art and film theory. While background knowledge helped the participants begin to make meaning with the videos, it also blocked them when the video touched on something beyond their comfort level. I researched current uses of visual literacy, including uses in the museum, and current trends in media literacy. Due to the fact that the visitors’ reactions related to art and film theory, but they were finding themselves blocked in their meaning making, I conclude that a museum education program that uses current museum education practices in visual literacy, but incorporates techniques from media literacy, would be successful in helping visitors articulate their interpretations of a piece of video art and move past what is limiting them. / text

Final Project (M.A.)--John F. Kennedy University, 2004. / "August 30, 2004"--T.p. Includes bibliographical references (p. 127-135).