Date of Award

1989

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Bachelor of Education Honours

School

School of Education

First Supervisor

Anthony Monk

Second Supervisor

Beverley Cook

Abstract

The literature on museum and art gallery visits by schools draws attention to the fact that schools and other educational institutions may perceive the art gallery as a place for learning and education whilst other groups in society do not. The literature also draws attention to internal and external factors related to the school and art gallery context which may contribute to the intended and unintended outcomes of art gallery visits by schools. To date, no research has been conducted into the effects of a single visit to the Art Gallery of Western Australia (ACWA) en secondary art students. Art teachers and Gallery education officers have regularly used the Art Gallery as an educational resource for students yet have received little or no feedback on the worthwhileness of visits or students' experiences in the Gallery. This study investigates the effects of these Gallery experiences of secondary art students, based on their expectations and perceptions of an in-gallery art lesson. Three local secondary school groups visiting the Art Gallery for an in-gallery art lesson were surveyed. This study followed a qualitative I naturalistic research approach, using structured interviews with teachers; observations of the Gallery visits; and a survey of students using questionnaires in a previsit-postvisit format. Findings indicate that seeing original art works and learning more about art during Art Gallery visits were significant concerns for art teachers and students in this study. Students’ responses suggest that the single gallery visit does have positive and negative effects on. Individuals students and such effects are cognitive and affective in nature. The nature of such effects appears to be dependent on individual response to the contextual factors found within the Art Gallery visit and the student's perceived significance of the visit.

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