Cultural Education: Redefining the Role of Museums in the 21st Century

Earle, Wendy

doi:10.1111/soc4.12050

Cited by 9 publications

(3 citation statements)

References 30 publications

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“…As our next focus of analysis will show, in our corpus there is also an interest in how societal changes impact culture and the arts. For example, Earle ([2013] ; within ‘value’ as a related term in the culture and society cluster ) investigates how the legitimacy crisis western museums have faced since the end of the 20 th century has affected their standing as purveyors of cultural education.…”

Section: Methodsmentioning

confidence: 99%

Mapping research on the social impact of the arts: what characterises the field?

Sol¹,

Gustrén²,

Nelhans³

et al. 2022

Open Res Europe

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This article explores the broad and undefined research field of the social impact of the arts. The effects of art and culture are often used as justification for public funding, but the research on these interventions and their effects is unclear. Using a co-word analysis of over 10,000 articles published between 1990 and 2020, we examined the characteristics of the field as we have operationalised it through our searches. We found that since 2015 this research field has expanded and consists of different epistemologies and methodologies, summarised in largely overlapping subfields belonging to the social sciences, humanities, arts education, and arts and health/therapy. In formal or informal learning settings, studies of theatre/drama as an intervention to enhance skills, well-being, or knowledge among children are most common in our corpus. A study of the research front through the bibliographic coupling of the most cited articles in the corpus confirmed the co-word analysis and revealed new themes that together form the ground for insight into research on the social impact of the arts. This article can therefore inform discussions on the social value of culture and the arts.

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Section: Methodsmentioning

confidence: 99%

Mapping research on the social impact of the arts: what characterises the field?

Sol¹,

Gustrén²,

Nelhans³

et al. 2022

Open Res Europe

View full text Add to dashboard Cite

show abstract

“…The questions as to whether emotions can influence the museum public, or whether the spectators manage to acquire greater knowledge in the rooms they value most, as opposed to the repudiated ones, are evident in the work of Hooper-Greenhill et al (2004 cit. in Earle, 2013).…”

Section: Emotional Museummentioning

confidence: 98%

Emotional Pedagogy in Blind Students at School and Museum from the Systematic Review

Prado

Gago

2021

Education and Urban Society

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The incorporation of emotions in educational and cultural spaces is increasingly important in our society. The main objective is to review studies on emotional pedagogy both in school and in the museum and its importance in the education of blind pupils, providing elements for good practice. In the methodology used, a systematic review has been carried out with a selection of 410 articles examined up to 52 articles from 2003 to 2020. The search was conducted using 10 databases: Circ, Miar, Eric, Science Direct, 1Findr, Dialnet, Scopus, Google Scholar, Teacher Reference Center, and Wos. Among the results, we identified the importance of defining emotional training programs for teachers and museum didactic teams. They should be geared toward improving professional practices and cooperation between the museum and the school. In the conclusions obtained, it is fundamental to incorporate emotional literacy in inclusive education from the first stages of development, to promote creativity and emotional management, to exemplify the figure of the neuro-educator and his role in improving didactics both in schools and in the museum, favoring inclusion, promoting kinesthetic and corporal stimulation, both in the school and in the museum, it is a joint work between teachers and museum staff.

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“…Museums are no longer institutions that only serve the roles of preservation and education but also foster participatory, engaging, and accessible experiences (Black, 2020;Earle, 2013).…”

Section: Introductionmentioning

confidence: 99%

Co-design of a Voice-Driven Interactive Smart Guide for Museum Accessibility and Management

Wang

2024

JAT

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This paper describes the process of co-designing and creating a voice-driven interactive smart audio descriptive guide for Titanic Belfast, a world-leading tourist attraction. This smart audio descriptive guide is intended to enhance museum accessibility and visitor experience, especially for blind and partially sighted (BPS) visitors. A key research question is to explore to what extent museums can conveniently produce their own smart guide to enrich the visitor experience for BPS visitors. The paper first outlines the necessarily complex set of team functional roles and users in designing the smart audio descriptive guide and then presents the main challenges and opportunities arising from the key user requirements from both BPS visitor and the Museum Management perspectives. The main design features of the smart audio descriptive guide, which address these requirements, are then described. The paper then outlines the main findings of our evaluative review of the smart guide with a group of BPS participants and from a Museum Management perspective. One of the key benefits of our approach is that the smart audio descriptive guide has the potential to offer museums and cultural venues a new, affordable approach to providing and maintaining a high-quality accessibility experience with lower design effort than traditional audio descriptive guide approaches. Lay summary: I developed a voice-driven interactive audio descriptive guide specifically for Titanic Belfast, one of the leading tourist attractions globally. The audio descriptive guides are commonly used in museums to provide verbal description of visual information for blind and partially sighted (BPS) visitors. Most of these guides are keypad based and cannot answer questions from visitors. My innovative guide is designed with the aim to incorporate some new features such as voice driven and chat function, to enhance accessibility and visitor experience, primarily for BPS people. The creation of this guide involved a detailed process where the needs of the BPS visitors and museum management were carefully considered to address various challenges and seize opportunities to enhance accessibility. Key design features of the guide were developed to meet these specific needs, making the museum experience more inclusive. An evaluation conducted with BPS participants has shown some promising results. The new guide not only meets their needs effectively but also offers an affordable solution for museums. This approach reduces the effort and cost typically required to create an audio descriptive guide, presenting a sustainable option that could be adopted by other cultural venues looking to improve accessibility and visitor engagement.

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Cultural Education: Redefining the Role of Museums in the 21st Century

Cited by 9 publications

References 30 publications

Mapping research on the social impact of the arts: what characterises the field?

Mapping research on the social impact of the arts: what characterises the field?

Emotional Pedagogy in Blind Students at School and Museum from the Systematic Review

Co-design of a Voice-Driven Interactive Smart Guide for Museum Accessibility and Management

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