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Postmodern Education for Children in Contemporary Art Museums : = A China-Us Context Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Postmodern Education for Children in Contemporary Art Museums :/
Reminder of title:	A China-Us Context Study.
Author:	Li, Jingwen.
Description:	1 online resource (204 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382750927

Postmodern Education for Children in Contemporary Art Museums : = A China-Us Context Study.
Li, Jingwen.

Postmodern Education for Children in Contemporary Art Museums :A China-Us Context Study. - 1 online resource (204 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ph.D.)--Northern Arizona University, 2024.

Includes bibliographical references

Postmodern philosophy challenges the authoritative voice of curators and experts, emphasizing diversity and subjectivity. Adapting art curriculum for children to contemporary art becomes challenging due to this emphasis. Limited research exists on contemporary art and children's education in museums and art education, mainly concentrating on the US and Europe. There is a gap in a comprehensive perspective, particularly from an Chinese and cross-cultural standpoint. This dissertation aims to bridge these gaps by critically examining children's programs in contemporary art museums in China and the United States through a comparative lens, providing a fresh perspective. In this dissertation, a qualitative, comparative case study approach is employed, utilizing in-depth, semi-structured interviews with museum educators, and content analysis of documentary information from selected museums. Four contemporary art museums are chosen from both countries to offer a comprehensive view of children's programming, allowing for an objective cross-country comparison. The findings draw upon several key points: 1) Educators conceptualize contemporary art as a complex medium reflecting cultural and social dynamics. 2) Principles embedded in postmodernism, such as decentralization, de-authorization, and deconstruction & double coding, signify significant shifts in contemporary art education paradigms, fostering children's meaning-making and critical engagement with contemporary issues. 3) The comparison between Chinese and American educators reveals diverse cultural influences on art education practices. Additionally, the comparison underscores the importance of recognizing similarities between nations rather than focusing solely on differences, highlighting regional disparities as a key area of interest.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382750927Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Art museum educationIndex Terms--Genre/Form:

554714
Electronic books.

Postmodern Education for Children in Contemporary Art Museums : = A China-Us Context Study.
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