Flipping the Field Trip: Bringing the Art Museum to the Classroom

Wetterlund, Kris

doi:10.1080/00405840801992298

Cited by 11 publications

(10 citation statements)

References 4 publications

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“… Buffington, 2008 ; Marshall, 2014 ; Roland, 2010 ). Such opportunities can include virtual field trips to art museums ( Wetterlund, 2009 ) or using actual trips to museums and science centers as the basis for collaborative multimedia projects ( Wishart and Triggs, 2010 ). While calls from art education can lead to changes in practice in K-12 classrooms, art teachers have not been idle in exploring technologies based on their own curiosity.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In discussing the use of interactive whiteboards with teaching visual arts to kindergarteners, Terreni (2009) indicated that appropriate professional development was necessary to maximize the benefit of such a resource with early learners. Professional development options that could help teachers to bring more ICT practices into their curriculum may be limited ( Downing and Watson, 2004 ), or there may be a lack of training of how to make the best use of additional resources, such as how to offer interpretations of different online art collections ( Wetterlund, 2009 ). There can also be concerns over the qualifications of an art teacher, who may already be struggling with the basic pedagogical aspects of art education ( Smilan and Miraglia, 2009 ), much less considering how to integrate technology into the art classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

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K-12 art teacher technology use and preparation

Strycker

2020

Heliyon

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Largely absent from educational/instructional technology journals, this study focused on how K-12 art teachers in a southern state used technology to support teaching and learning, uses they found to be the best, and what kinds of technology training they received as part of their initial teacher preparation. Findings indicated that presentation and resource access technologies had transformed the way art teachers in the study work with students and materials. They also had little use of technology to support students with special needs and had limited technology experiences in their own training. Elementary art teachers were found to have more examples of student higher-order thinking skills promoting technology use, while secondary art teachers had more student media creation and a desire to implement digital portfolios. Additional findings and interpretations are offered.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

K-12 art teacher technology use and preparation

Strycker

2020

Heliyon

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“…There are also studies on feasibility of the flipped learning method in education. (Gannod, Burge&Helmick, 2008;Moravec, Williams, Aguilar-Roca&O"Dowd, 2010;Sever, 2014;Strayer, 2011;Talbert, 2012;Wetterlund, 2008). All of the studies revealed that the flipped learning method increases success in education.…”

Section: Introductionmentioning

confidence: 99%

Students' and Instructors' Opinions on the Implementation of Flipped Learning Model for Cello Education in Turkish Music

Akbel¹

2018

JETS

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Flipped learning is based on more effective use of the time spent with the instructor in the classroom. This study is aimed at identifying students’ and instructors’ opinions on the use of flipped learning model in cello education in Turkish music. This is the first study whereby flipped learning model has ever been used in Turkish Music education and cello education. Opinions on the implementation of the model were obtained through semi-structured interviews separately prepared for students and instructors. The data were analyzed by using the content analysis method. According to the data from the interviews, it has been revealed that the flipped learning model can be used in cello education in Turkish Music and the ‘imitation’ element in mesk method, the most important teaching method in instrument education in Turkish music, can be supported by flipped learning model.

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“…In addition, they may not want to broaden their knowledge regarding teaching works of art, and will likely need assistance. Wetterlund (2008) suggests that art museums can be a valuable educational resource for the art teacher. Williams (1996) claims that since 1984, there has been an increase in the variety of teacher services, workshops, and resource materials available in American art museums.…”

Section: Curriculum Challengesmentioning

confidence: 99%

The School Teacher and the Art Museum: A Multi- Case Study of Online Canadian Art Museum Teacher Resources | L’enseignant scolaire et le musée des beaux-arts : une étude de cas multiples des ressources en ligne des musées des beaux-arts pour les enseignants

Etheridge¹

2017

CRAE

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This study seeks to better understand the online resources and lesson contents that Canadian art museums offer secondary school art teachers. The author conducted a content analysis of online teacher resources and lessons developed by four Canadian art museums during 2016. By looking at the various resources through the lens of a high school teacher/researcher, the author highlighted how these resources presented differences in curriculum and fostered selfreflection in students. The relationship between the art museum and the school teacher was examined. To better understand this relationship, further research on online resources developed by museums to increase pedagogical possibilities should be conducted.

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Flipping the Field Trip: Bringing the Art Museum to the Classroom

Cited by 11 publications

References 4 publications

K-12 art teacher technology use and preparation

K-12 art teacher technology use and preparation

Students' and Instructors' Opinions on the Implementation of Flipped Learning Model for Cello Education in Turkish Music

The School Teacher and the Art Museum: A Multi- Case Study of Online Canadian Art Museum Teacher Resources | L’enseignant scolaire et le musée des beaux-arts : une étude de cas multiples des ressources en ligne des musées des beaux-arts pour les enseignants

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