The embodied and emotive role of the art gallery educator
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Jones, Christina
issued: 2016-02-05T20:55:17Z
issued: 2016
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: This self-study outlines the uncertainties and insecurities that art gallery and museum educators face as our roles are defined by shifting policies and mandates in education as well as within the museum. I collaborated with a classroom teacher who observed a tour I gave her grade three class. After an in depth dialogue and ongoing correspondence reflecting upon ways of engaging students, I led her class through another exhibition to see if our collaboration and dialogue shifted my thinking and practice as an art gallery educator. As I searched for a way to articulate my role, I found the roles of collaborator, audience evaluator, and emotive catalyst to be just as valuable as engaging school groups in verbal dialogue in the gallery. The dialogue that was transformative for my thinking was the one outside of the gallery with the teacher. This self-study tells the story of the shifts in my thinking and practice. I learned to hold back information rather than focus on verbal dialogue to allow students to have their own ‘emotive embodied experience’ of learning in the gallery.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/56910
note: THE EMBODIED AND EMOTIVE ROLE OF THE ART GALLERY EDUCATOR by CHRISTINA JONES B.A., University of Western Ontario, 2006 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Art Education) THE UNIVERSITY OF BRITISH COLUMBUA (Vancouver) February 2016 © Christina Jones 2016 ii Abstract This self-study outlines the uncertainties and insecurities that art gallery and museum educators face as our roles are defined by shifting policies and mandates in education as well as within the museum. I collaborated with a classroom teacher who observed a tour I gave her grade three class. After an in depth dialogue and ongoing correspondence reflecting upon ways of engaging students, I led her class through another exhibition to see if our collaboration and dialogue shifted my thinking and practice as an art gallery educator. As I searched for a way to articulate my role, I found the roles of collaborator, audience evaluator, and emotive catalyst to be just as valuable as engaging school groups in verbal dialogue in the gallery. The dialogue that was transformative for my thinking was the one outside of the gallery with the teacher. This self-study tells the story of the shifts in my thinking and practice. I learned to hold back information rather than focus on verbal dialogue to allow students to have their own ‘emotive embodied experience’ of learning in the gallery. iii Preface This thesis is original and unpublished work by the author. The fieldwork and audio-recorded interview are covered by UBC Human Ethics Certificate number: H15-00228 iv Table of Contents Abstract……………………………………………………………………………….………………………………ii Preface……………………………………………………………………………………………...………………..iii Table of Contents………………………………………………………………………………………………...iv Acknowledgements……………………………………………………………………………………………..vi Dedication………………………………………………………………………………………………………….vii Chapter One: Introduction …………………………………………………………....…
has type: Thesis/Dissertation
date issued: 2016-05
is shown at: 10.14288/1.0223996
language: eng
degree discipline: Art Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivs 2.5 Canada
rights URI: http://creativecommons.org/licenses/by-nc-nd/2.5/ca/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/56910