published_or_final_version / Architecture / Master / Master of Architecture

This thesis examines museum development in the two post-colonial settler societies of Australia and Aotearoa New Zealand, investigating the evolution of new histories as museums seek to aid the construction of post-colonial national identities. Drawing on a wide body of evidence on an under-researched topic, the thesis is arranged in two parts. The first presents a survey of how traditional images of national identity have been created, sustained and more recently challenged during the histories of Australia and New Zealand - illustrating that the question of non-indigenous national identity is a problematic one. It then provides a historical narrative of museums in both countries. Highlighting the differences and similarities between the two countries and focusing on the development of historical collections, it explores how museums have perpetuated traditional interpretations of nation, and how in recent decades various factors have combined to challenge conventional museum practice, making the role and function of museums at the beginning of the twenty-first century particularly complex. The second part focuses on the new National Museum of Australia in Canberra and the Museum of New Zealand Te Papa Tongarewa in Wellington. It combines an examination of their history with an analysis of how they attempt to convey ideas of nation and national identity. Both museums have opened recently, at a time when national museums around the world are confronted with an increasingly prominent and challenging political and social role in society, and an especially difficult, perhaps impossible, task of representing all the different histories that constitute the ‘nation’.

Thesis (M.A.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed Feb. 4, 2008; title from title screen. Includes bibliographical references (p. 69-73).

Thesis (Ph.D.) -- University of Western Sydney, 2003. / "A thesis presented to the University of Western Sydney in partial fulfilment of the requirements for the degree of Doctor of Philosophy" Includes bibliography.

Thesis (Ph.D.) -- University of Western Sydney, 2005. / A thesis submitted to the University of Western Sydney in partial fulfilment of requirements for the degree of Doctor of Philosophy from the College of Law and Business. Includes bibliography.

Final Project (M.A.)--John F. Kennedy University, 2005. / "September 26, 2005"--T.p. Includes bibliographical references (p. 125-132 ).

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-06-09T18:44:48Z No. of bitstreams: 2 Dissertação - Antonia Camila Alves Moreira - 2016.pdf: 1327251 bytes, checksum: 940c47c37b17cbaa43f2f815c8d5a6b9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-10T13:09:50Z (GMT) No. of bitstreams: 2 Dissertação - Antonia Camila Alves Moreira - 2016.pdf: 1327251 bytes, checksum: 940c47c37b17cbaa43f2f815c8d5a6b9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-10T13:09:50Z (GMT). No. of bitstreams: 2 Dissertação - Antonia Camila Alves Moreira - 2016.pdf: 1327251 bytes, checksum: 940c47c37b17cbaa43f2f815c8d5a6b9 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-03-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this reserach, the axis of discussion is the Art Museum Educator Formation. From the shared experience of Museum Studies Group, Museum in listen, and guided by the action-research principles, the research paths intertwine, intermingle and unfold on my journey of educator-researcher, in perspective of the experiences of participants of/in research - between conversations and listenings, and in line with the reflections on the role of education in exhibition spaces and art museums. The main objective of the research was to establish listening process between educators and concerned about Education in Museums, in order to build arguments on the concept of experience at the Art Museum Educator Formation and also on the role of Visual Culture in the process of formation. The Studies Group added Art Course undergraduate students and related areas, the Federal University of Goiás (UFG), and its activities developed in meetings at the Cultural Center of UFG, from period of September to December 2014. / Nesta pesquisa, o eixo de discussão é a Formação de Educadores de Museus de Arte. A partir da experiência compartilhada no Grupo de Estudos Museu na Escuta e orientados pelos princípios da pesquisa-ação, os caminhos de investigação entrelaçam, imbricam e se desdobram sobre o meu percurso de educadora-pesquisadora, em perspectiva das experiências dos participantes da/na investigação – entre conversas e escutas, e em consonância com as reflexões sobre o papel da Educação em espaços expositivos e Museus de Arte. O objetivo central da pesquisa foi instaurar processos de escuta entre Educadores e interessados sobre Educação em Museus, com o propósito de construir argumentos sobre o conceito de experiência na Formação de Educadores de Museus de Arte e também sobre o papel da Cultura Visual nesse processo de Formação. O grupo de estudo agregou estudantes de graduação do curso de Artes e áreas afins, da Universidade Federal de Goiás (UFG), e suas atividades desenvolveram-se em reuniões no Centro Cultural UFG, no período de setembro a dezembro de 2014.

This study traced the evolution of experiential education in American history museums from 1787 to 2007. Because of a decline in attendance, museum educators need to identify best practices to draw and retain audiences. I used 16 museology and history journals, books, and archives of museums prominent for using the method. I also interviewed 15 museum educators who employ experiential learning, one master interpreter of the National Park Service, and an independent museum exhibit developer. Experiential education involves doing with hands touching physical materials. Four minor questions concerned antecedents of experiential learning, reasons to invest in the method, the influence of social context, and cultural pluralism. Next is a review of the theorists whose works support experiential learning: Dewey, Piaget, Vygotsky, Lewin, Bruner, Eisner, Hein, and David Kolb plus master parks interpreter Freeman Tilden. The 8 characteristics they support include prior experiences, physical action, interaction with the environment, use of the senses, emotion, social relationships, and personal meaning. Other sections are manifestation of experiential learning, transformation of history museums, and cultural pluralism in history museums. The research design is descriptive, and the procedure, document analysis and structured interview. Findings are divided by decades after the first 120 years. Social context, examples of experiential learning, and multicultural activities are detailed. Then findings are discussed by patterns of delivery: sensory experiences, actions as diversion and performance, outreach of traveling trunks and of organized activity, crafts as handwork and as skills, role-playing, simulation, hands-on museum work, and minor patterns. The decline of involvement of citizens in the civic and cultural life of the community has adversely affected history museums. Experiential learning can stop this trend and transform museum work, as open-air museums and the National Park Service have demonstrated. In the future history museums may include technology, a more diverse audience, and adults in its experiential educational plans to thrive. Further research is needed on evaluation, finances, and small museums.

I proposed that both Bruner's (1963) idea of the spiral curriculum and Yenawine's (1992) theories of teaching for visual literacy in the museum set the stage for significant learning for students when used together. If school teachers lay a foundation of knowledge about a museum object, especially through museum resources, then the student may transform and apply this 'prior knowledge' (explicit memories from the classroom) while on the museum visit tour. When docents utilize Yenawine's (1992) methods toward the goal of visual literacy, the semantic knowledge of the classroom is then fused with museum learning, building stronger memories and facilitating deeper understanding as students learn about museum objects. This research explored the correlation of these two theories in a qualitative manner based on observations of actual museum visit preparation in classrooms in Casper, Wyoming, and how it related to a museum tour at the Nicolaysen Art Museum and Discovery Center. The research revealed that conditions do exist within the community that would facilitate Bruner's (1963) idea of a learning spiral, yet not in the manner envisioned. The observed conditions toward a spiral was accomplished through the participant teachers relating the museum exhibit to their operational curriculum in a variety of curricular areas, such as language arts and science, when docents related the tour to classroom learning, and not through museum resources or Yenawine's (1992) methods toward increasing visual literacy, as was previously considered.

This Master’s thesis has the politics of museum in focus, as a subordinate governmental cultural policy, as a continuation of cultural reform in a time when legislation were to take place in Sweden. The aim of the study is to map out claims from museums and their responsible authorities in response to the governmental bill Ny Museipolitik. The study deem the subject area of politics of museums as a organizational field. By using the Toulmin model of argumentation several hundred claims about the works of museums and the effects on society were founds. The result could be arranged in eight different themes. In the analysis of the claims both unifying and disrupting tendencies could be observed. The themes presented in the result are: a new legislation, a new administrative authority, handling the collection, cooperation, fundings, museums and society, quality assurance and research at the museum and a round up theme called other.      One conclusion showed that the different levels of authorities in particular produced diversified needs and challenges. Some findings point out how the field are contested concerning legitimacy. There is also conclusion indicated by the claims that showed how several isomorphic tendencies were apparent. Legislation are considered to heighten the state of affairs and the increased level of ambition are welcomed. A very apparent conclusion is that a much needed reform, according to the comment letters, is that governmental grants are increased and secured over time.