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ERIC Number: EJ816600
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8510
Teacher as Mediator: A Teacher's Influence on Students' Experiences Visiting an Art Museum
Costantino, Tracie E.
Journal of Aesthetic Education, v42 n4 p45-61 Win 2008
Teachers are a central factor in student learning in the classroom, but what impact does a teacher have on students' educational experiences in out-ofschool settings, such as the museum? As schools become increasingly open to community resources and partnerships, the teacher's realm of influence reaches beyond the classroom to community and regional sites. While it is critical to understand how teacher planning, knowledge, and beliefs impact student learning in the classroom, it is also important to investigate the influence of these factors on student learning in out-of-school settings. This is especially significant when the teacher is not a passive participant on a docent-led museum tour but rather an active designer of students' interactions with a museum's exhibits, as on a self-conducted tour. As in the classroom, it is useful for teachers to reflect on their values and practice while teaching in an informal learning environment, like a museum, so that they may fully support student learning in this context. In addition, as museums seek to define themselves as educational institutions relevant to the K-12 curriculum, it is important that museum educators understand how teachers play a mediating role between students and museum objects so that they can support teachers as they seek to include museum collections as sources for student learning. (Contains 1 figure and 23 notes.)
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A