The Public Curriculum of Orderly Images

Datos Bibliográficos

ID9734191
AutoresElizabeth Vallance (The Saint Louis Art Museum, 1 Fine Arts Drive, Forest Park, Saint Louis, MO 63110-1380. Her specializations are curriculum theory, aesthetic education, museum education, the hidden curriculum, and education in nonschool settings., autor de correspondencia)
Año1995
Volumen24
Número2
Páginas4
Fecha de publicación1995-03-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.2307/1176420
OpenAlexW4254949205
IdiomaEN
Citas recibidas12
Referencias citadas4

There is a public curriculum inherent in the orderly images, and in the order in which these images are presented and seen in art museums. This voluntary public-access “curriculum,” selected differently by each visitor, offers both interesting challenges and useful metaphors for educators working in more structured settings. School educators, like art museum educators, help to develop students' abilities to see and hear the stories visible and accessible in the world around them; at our best, we develop skills for a lifetime of learning, learning that is sometimes most effective when it is unexpected and informal

Art · Business · Curriculum · Mathematics education · Order (exchange · Pedagogy · Political science · Public education · Public relations · Sociology · Visitor pattern · Visual arts · Art Education and Development · Computer Science · Digital Storytelling and Education · Emotional Intelligence and Performance · Museums and Cultural Heritage · Psychology · Values and Moral Education