Assessing the Educational Programs in Art Museums linked to the ECPEME Project

Authors

  • Roser Calaf Masach Universidad de Oviedo
  • Iratxe Gillate Aierdi Universidad del País Vasco (UPV/EHU)
  • Sué Gutiérrez Berciano Universidad de Oviedo
DOI: https://doi.org/10.6018/j/222531
Keywords: Educational assessment, educational programmes in museums, action research, participanting observer, external observer.

Abstract

1. This article presents some of the results of the research ECPEME, carried out in some art museums: the Sculpture Museum in Valladolid, the Patio Herreriano Museum in Valladolid and the CN Jovellanos Museum in Gijón. Its aim is the quest for quality standards and/or criteria to improve the educational systems and, thus, the search for criteria to improve the research on educational programmes. Its results have fostered a process that we may refer to as “transit”, as it is a tool for explaining the different changes that have taken place in the museums. Consequently, transits happen in the museums themselves, which are no longer conceived as containers but as educators.

In the educational programmes of the museums these transits evolve through their own expression and reflection: in the transition from the assessment of audiences to the assessment of educational programmes; in the researchers and their relationship with educators and other staff in charge of the educational programmes; and in the relationship of the latter category with research. It can be stated that the type of assessment carried out is aimed at describing and interpreting educational actions in the museums as a dialogue between the people in charge of them and the researchers. This dialogue results in an interaction, which we consider to be central to the search for quality standards in educational programmes.

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Published
25-03-2015
How to Cite
Calaf Masach, R., Gillate Aierdi, I., & Gutiérrez Berciano, S. (2015). Assessing the Educational Programs in Art Museums linked to the ECPEME Project. Educatio Siglo XXI, 33(1 Marzo), 129–150. https://doi.org/10.6018/j/222531
Issue
Vol. 33 No. 1 Marzo (2015): Actualidad y tendencias en Educación Patrimonial
Section
Monográfico

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