Record Details
Museum education programs : Portland, Oregon
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | Museum education programs : Portland, Oregon |
| Names |
Scherer, Leigh Anne Whitney
(creator) Hall, Roberta (advisor) |
| Date Issued | 1999-11-04 (iso8601) |
| Note | Graduation date: 2000 |
| Abstract | In this study I explored the variety of educational opportunities available in museums. Next, I examined the museum education programs in the Portland, Oregon area and described what types of opportunities are available to teachers. Finally, I made suggestions for teachers on how to best access museum programs and for museum educators on how to best reach teachers. Interactions between schools and museums exist on a variety of levels. From limited interactions to collaborative programming, schools and museums have found ways to work together to accomplish their joint goal of education. Museums offer self-guided or guided tours, curriculum packets, teacher education programs, access to collections or informational programs related to special exhibits. Some museums and schools have developed deeper relationships in which each give and receive help carrying out their missions. I interviewed museum educators at nine museums in Portland and the surrounding areas. I asked questions regarding the types of programs available, especially focusing on programs suitable for school groups or those that might be helpful to teachers. The programs available in the Portland area vary by institution. Each museum, historic home or zoo offers unique programs on a variety of topics. While history predominates, science, math, social studies and art are readily available. Teachers should be able to supplement nearly any classroom topic. Teachers should take the time to get to know the educators in the institutions. Overall, the key for an individual teacher seeking museum education for students is to ask what is available. The programming at most institutions is flexible, especially when there are traveling or temporary exhibitions. Teachers should get onto mailing lists so they will be notified when special or new programs are available. Also, teachers need to keep in contact with the museum educators. Developing a personal relationship will prove invaluable for a teacher who is trying to fill a gap in a unit or supplement his or her curriculum. Museum educators will benefit from time spent analyzing where their current programs meet state guidelines or focusing planning on meeting specific state common curriculum goals (CCGs) when designing new programs. Schools are reorganizing their curriculum to meet state standards and museum personnel would be wise to do the same. |
| Genre | Thesis/Dissertation |
| Topic | Museums -- Educational aspects -- Oregon -- Portland |
| Identifier | http://hdl.handle.net/1957/33217 |
