Premium
Beyond Science: Implications of the LSIE Report for Art Museum Education
Author(s) -
Luke Jessica J.,
Knutson Karen
Publication year - 2010
Publication title -
curator: the museum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 8
eISSN - 2151-6952
pISSN - 0011-3069
DOI - 10.1111/j.2151-6952.2010.00022.x
Subject(s) - museum education , divergence (linguistics) , informal education , identity (music) , informal learning , action (physics) , sociology , point (geometry) , field (mathematics) , visual arts , pedagogy , higher education , art , political science , aesthetics , linguistics , philosophy , physics , geometry , mathematics , quantum mechanics , law , pure mathematics
The Learning Science in Informal Environments report holds great potential for creating change among those who work in the field of science education. But to what extent can it inform other sectors of the informal education world? This article explores how the LSIE report might influence research and practice in art museums. By comparing the report to a recent study in art education, the authors point out areas of overlap and divergence relative to content and skills, identity, and communities of practice. We suggest several implications for how art museums and science museums might learn from one another. A call to action is made for further research and discussion about common learning goals and outcomes for the art museum experience.