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Because it is chiefly a "place of meeting" of architecture with the other forms of art, the museum participates necessarily in the elaboration of an architecture that goes beyond the usual concern for "habitable" space--a functionalism derived from western civilization's pragmatism. The concept of the museum has provoked profound changes in the cultural significance of what it represents. The museum reflects a culture of "pluralism," of different world views as well as an intention to represent the world through a categorization of the "fragment." Hence it brings forth the contradictions inherent in our anthropocentric society which is, itself, the product of the complexity and contradictions specific to man. Thus the present thesis investigates the potential for significance of the main architectural themes pertaining to the art museum.

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

Final Project (M.A.)--John F. Kennedy University, 2004. / "August 30, 2004"--T.p. In pocket: A resource guide to accessioning & preserving video installation art, by Jacqueline Morton Arase. Includes bibliographical references (p. 160-166).

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

Final Project (M.A.)--John F. Kennedy University, 2007. / "June 15, 2007"--T.p. Includes bibliographical references (p. 63-67).

Thesis (B.A.) - University of Queensland, 2003. / Includes bibliography.

The purpose of this study is to gain understanding of the types and purposes of art museum educational programs, services and collaborative projects that have been developed by art museum educators for university audiences. Additionally, this study examines the challenges in creating and sustaining these educational experiences. This study presents results from an exploratory qualitative web survey administered to art museum educators from public, private, and university art museums. This study provides insight into the relationships between the art museum educators and the university audiences. Additionally, this study underscores the importance of understanding theoretical differences from which art museum educators and university audiences view the educational role of the art museum and its collections.

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

My narrative case study focuses on how one family uses the exhibitions and educational resources at the Denver Art Museum. I gathered stories of the family’s experiences at the museum in order to determine what their choices reflected about their family values and how they integrated those experiences into their daily lives. This study draws upon socio-cultural and constructivist learning theories by proposing that each family member contributes their prior knowledge and life experiences to the process of making meaning and drawing connections within the art museum. Moreover, even though the family acted as a social learning group, each member constructed personal knowledge in different ways from their shared experiences. I used narrative analysis and coding as means to interpret the meanings of the family’s stories. In addition to identifying the family’s values regarding art museum learning, findings pointed to the imperative need for museum educators to address preparing adult learning partners for visits to art museums with children. The lack of current research pertaining to family learning in art museums was a chief motivator for conducting this study (Sterry & Beaumont, 2006). Research of family interactions in museums has largely focused on non-art museums (Borun, 2002; Borun et al., 1998; Ellenbogen, Luke, & Dierking, 2007). Family art museum experiences are distinct and should be studied separately from those in other types of museums. Research, such as this study, that look specifically at how families use art museum exhibitions and educational resources will address the lack of literature and emphasize the value of art museum experiences for life-long family learning. / text