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This paper reports the findings of an investigation of an educational programme situated in a provincial museum complex. Phase One of the research focused on teachers and showed the program promoted observation and reflection. Phase Two assessed the impact on student achievement. The data gathering method necessary for Phase Two revealed tensions between standardization and the arts community. Working with this tension, researchers defined achievement and measured essential program goals of the curriculum (“21 st century competencies”). The discussion is interpretive and it is argued that museum-based experiential programming could be a contributor to the discussion on 21st century education policy. Keywords: Museum-Based Education; Standardization; 21 st Century Skills; Educational Assessment Resume : Cet article relate les resultats d’une enquete menee sur un programme d’etude au sein d’un complexe museal provincial. La phase un de la recherche ciblant les enseignants a demontre que le programme encourageait l’observation et la reflexion. La phase deux concernait l’impact du programme sur les realisations des eleves. La methode de collecte des donnees utilisee en phase deux a mis en evidence certaines tensions entre la normalisation et la communaute artistique. Les chercheurs ont utilise ces tensions pour definir la realisation et quantifier les objectifs premiers du programme (les « competences au 21 eme siecle »). Dans un contexte de discussion interpretative, on y affirme que la programmation experientielle a caractere museale, pourrait alimenter le debat sur la politique pedagogique au 21 eme siecle. Mots-cles : education museale ; normalisation ; competences au 21 eme siecle ; evaluation pedagogique

the canadian review of art education/the canadian review of art education

Creativity and Standardization: The Ability of Museum-Based Programming to Inform 21st Century Education | Créativité et normalisation : la capacité des programmes muséaux à renseigner l’éducation au 21ème siècle