東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Inclusive curatorial practices: Faci...

Rowson Love, Ann.

Linked to FindBook

Google Book

Amazon

博客來

Inclusive curatorial practices: Facilitating team exhibition planning in the art museum using evaluative inquiry for learning in organizations.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Inclusive curatorial practices: Facilitating team exhibition planning in the art museum using evaluative inquiry for learning in organizations./
Author:	Rowson Love, Ann.
Description:	191 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
Contained By:	Dissertation Abstracts International75-01A(E).
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3596578
ISBN:	9781303433900

Inclusive curatorial practices: Facilitating team exhibition planning in the art museum using evaluative inquiry for learning in organizations.
Rowson Love, Ann.

Inclusive curatorial practices: Facilitating team exhibition planning in the art museum using evaluative inquiry for learning in organizations. - 191 p.

Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.

Thesis (Ph.D.)--The Florida State University, 2013.

This dissertation study examines the growing art museum practice of using exhibition development teams, where cross-departmental staff members and community members collaborate throughout the planning and implementation of an exhibition. Although this practice continues to gain momentum, few research or evaluation studies report on exhibition team facilitation, the process of collaborative curating, and resulting exhibitions. In this qualitative investigation, the author uses an evaluation frame, evaluative inquiry for learning in organizations articulated by Preskill and Torres in 1999, in order to study one exhibition team that incorporated staff and community members at a mid-size art museum in New Orleans. A purposeful sampling method contributed to a six-member exhibition team, including the author, who participated as facilitator, co-curator, and co-learner. Evaluative inquiry uses a constructivist approach to learning as an iterative process that includes individual, team, and organizational learning. As applied in this study, the inquiry cycles guided exhibition development. The author paired evaluative inquiry with grounded theory to analyze collected data across team and exhibition artifacts including audio transcripts of team meetings, blog entries, and the exhibition itself, among others. Results led to the development of the focused exhibition model, which may lead to continued organizational learning at the art museum site where the study took place, or potentially for other small to mid-size museums interested in collaborative exhibition development. The focused exhibition model recommends approaches regarding defining exhibition team curatorial roles, facilitator roles, and a flexible exhibition process.

ISBN: 9781303433900Subjects--Topical Terms:

1018432
Education, Art.

Inclusive curatorial practices: Facilitating team exhibition planning in the art museum using evaluative inquiry for learning in organizations.
LDR:02698nam a2200277 4500 001 1968163
005 20141203121107.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303433900
035 $a (MiAaPQ)AAI3596578
035 $a AAI3596578
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rowson Love, Ann. $3 2105290
245 1 0 $a Inclusive curatorial practices: Facilitating team exhibition planning in the art museum using evaluative inquiry for learning in organizations.
300 $a 191 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
500 $a Adviser: Patricia Villeneuve.
502 $a Thesis (Ph.D.)--The Florida State University, 2013.
520 $a This dissertation study examines the growing art museum practice of using exhibition development teams, where cross-departmental staff members and community members collaborate throughout the planning and implementation of an exhibition. Although this practice continues to gain momentum, few research or evaluation studies report on exhibition team facilitation, the process of collaborative curating, and resulting exhibitions. In this qualitative investigation, the author uses an evaluation frame, evaluative inquiry for learning in organizations articulated by Preskill and Torres in 1999, in order to study one exhibition team that incorporated staff and community members at a mid-size art museum in New Orleans. A purposeful sampling method contributed to a six-member exhibition team, including the author, who participated as facilitator, co-curator, and co-learner. Evaluative inquiry uses a constructivist approach to learning as an iterative process that includes individual, team, and organizational learning. As applied in this study, the inquiry cycles guided exhibition development. The author paired evaluative inquiry with grounded theory to analyze collected data across team and exhibition artifacts including audio transcripts of team meetings, blog entries, and the exhibition itself, among others. Results led to the development of the focused exhibition model, which may lead to continued organizational learning at the art museum site where the study took place, or potentially for other small to mid-size museums interested in collaborative exhibition development. The focused exhibition model recommends approaches regarding defining exhibition team curatorial roles, facilitator roles, and a flexible exhibition process.
590 $a School code: 0071.
650 4 $a Education, Art. $3 1018432
650 4 $a Museology. $3 1018504
690 $a 0273
690 $a 0730
710 2 $a The Florida State University. $b Art Education. $3 2099272
773 0 $t Dissertation Abstracts International $g 75-01A(E).
790 $a 0071
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3596578