abstract: The general field of interest of this study was art education in the context of art museums in the United States. The vehicle of a mixed method, descriptive research design was used to investigate whether museum educator and curator participants had tendencies to use personal or communal approaches (Barrett, 2000) to teaching art interpretation to adult visitors. While the personal approach to art interpretation focused on individuals' responses to artworks, the communal approach emphasized the community of art scholars' shared understandings of artworks.
Understanding the communities of practice of the participants was integral to the discovery of meaning in the study's findings. Wenger (1998) introduced the theory of community of practice to explain how individuals, who are united in a particular context, shared similar perspectives, learned socially from each other, and gained a sense of identity through their routines and interactions. The study examined how museum educators' and curators' separate communities of practice influenced their members' teaching approaches through the development of distinct teacher personae. Teacher personae reflected the educational values and priorities of museum educators' and curators' communities of practice. And, teacher personae had tendencies to adopt personal or communal approaches to art interpretation. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2014
| Identifer | oai:union.ndltd.org:asu.edu/item:25878 |
| Date | January 2014 |
| Contributors | Schmitt, Rory (Author), Erickson, Mary L (Advisor), Toon, Richard (Committee member), Young, Bernard (Committee member), Held, Peter (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 147 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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