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A Case Study of Art Museum Education...

Romero, David Reuel.

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A Case Study of Art Museum Educational Programming for Persons with Dementia and Their Care Partners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Case Study of Art Museum Educational Programming for Persons with Dementia and Their Care Partners./
Author:	Romero, David Reuel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	272 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10982505
ISBN:	9780438724105

A Case Study of Art Museum Educational Programming for Persons with Dementia and Their Care Partners.
Romero, David Reuel.

A Case Study of Art Museum Educational Programming for Persons with Dementia and Their Care Partners. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 272 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2018.

This item must not be added to any third party search indexes.

Persons diagnosed with dementia or with an intellectual disability and their care partners frequently are marginalized by society (Innes, Archibald, & Murphy, 2004). In the United States, the dementia community is growing because of an aging population and increasing numbers of persons with brain injuries (Hurd & Langa, 2013; Plassman et al., 2011). This qualitative case study investigated inclusive museum programming for persons with dementia (PWDs) and their care partners. It focused on participants from Tucson Museum of Art's (TMA) Memories in the Making program (MIM) and examined: (1) museum and art education strategies, (2) the use of other disciplinary theories, and (3) how universal design influences the intellectually disabled museum visitor. Using a constructionist lens and single case study methodology, the investigation examined: 11 interviews from museum professionals, docents, artist/educators, and care partners; art pieces produced by the participants; and programming materials. The theoretical frameworks of Kubler-Ross (1974, 1969), Boss (2016, 2007, & 1999), and Schlossberg (1981) were used to analyze issues of grief, loss, and human development. The study findings affirmed that: (1) museum dementia programs strengthened the relationship between PWDs and the care partners, (2) shared experiences had a positive effect on both, (3) there is a need for effective educational strategies for visitors with intellectual disabilities, (4) environments of creativity and self-expression are needed, even when impediments exist. Results suggest that further investigations are warranted into how to strengthen, expand, and sustain museum and art educational programming for those members of the intellectual disability communities.

ISBN: 9780438724105Subjects--Topical Terms:

547650
Art education.

A Case Study of Art Museum Educational Programming for Persons with Dementia and Their Care Partners.
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245 1 0 $a A Case Study of Art Museum Educational Programming for Persons with Dementia and Their Care Partners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 272 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hochtritt, Lisa.
502 $a Thesis (Ph.D.)--The University of Arizona, 2018.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a Persons diagnosed with dementia or with an intellectual disability and their care partners frequently are marginalized by society (Innes, Archibald, & Murphy, 2004). In the United States, the dementia community is growing because of an aging population and increasing numbers of persons with brain injuries (Hurd & Langa, 2013; Plassman et al., 2011). This qualitative case study investigated inclusive museum programming for persons with dementia (PWDs) and their care partners. It focused on participants from Tucson Museum of Art's (TMA) Memories in the Making program (MIM) and examined: (1) museum and art education strategies, (2) the use of other disciplinary theories, and (3) how universal design influences the intellectually disabled museum visitor. Using a constructionist lens and single case study methodology, the investigation examined: 11 interviews from museum professionals, docents, artist/educators, and care partners; art pieces produced by the participants; and programming materials. The theoretical frameworks of Kubler-Ross (1974, 1969), Boss (2016, 2007, & 1999), and Schlossberg (1981) were used to analyze issues of grief, loss, and human development. The study findings affirmed that: (1) museum dementia programs strengthened the relationship between PWDs and the care partners, (2) shared experiences had a positive effect on both, (3) there is a need for effective educational strategies for visitors with intellectual disabilities, (4) environments of creativity and self-expression are needed, even when impediments exist. Results suggest that further investigations are warranted into how to strengthen, expand, and sustain museum and art educational programming for those members of the intellectual disability communities.
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