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HigginsLinder_Thesis_July2017.pdf (3.7 MB)

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Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute

Higgins-Linder, Melissa M.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593

Abstract Details

2017, MA, Kent State University, College of the Arts / School of Art.
Teacher quality is a decisive factor in a student’s educational experience. In turn, a teacher’s continued professional development is crucial to his/her capacity for high quality instructional practice. Recent research indicates that school districts’ heightened focus on standardized tests as a measure of student and teacher achievement has resulted in art teachers having fewer subject-relevant opportunities for high quality professional development within their schools and districts when compared with peers teaching “tested” subjects. Counter movements seeking to challenge the rise of “testing culture” in K-12 schools centralize the processes of student creativity, critical thinking, and other 21st century skills—along with the disciplines, subjects, and professional development experiences that are intrinsically predisposed to model and support them. A compelling example of such efforts is found in the work of the Columbus Museum of Art’s education department staff, who successfully effected change first within the museum’s institutional vision and framework, and next in issues of art education and schooling within their community. This case study of the museum’s 2015 Teaching for Creativity Institute indicates that museums are uniquely situated to provide high quality professional development opportunities and create communities of support for art teachers and their non-art teaching colleagues. These professional development experiences also have the potential to serve as powerful advocacy tools for arts education and art museums.
Linda Hoeptner Poling, Ph.D. (Advisor)
Koon-Hwee Kan, Ph.D. (Committee Member)
Juliann B. Dorff (Committee Member)
175 p.
Art Education; Education; Education Philosophy; Educational Leadership; Elementary Education; Museum Studies; Museums; Secondary Education; Teacher Education
Art Teacher Professional Development; Museum Education; Art Museums; Creativity; High Quality Professional Development for Teachers; Art Teacher Professional Development; Art Museum Professional Development Programs for Teachers; Inquiry-based Learning

Recommended Citations

Citations

  • Higgins-Linder, M. M. (2017). Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute [Master's thesis, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593

    APA Style (7th edition)

  • Higgins-Linder, Melissa. Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute. 2017. Kent State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.

    MLA Style (8th edition)

  • Higgins-Linder, Melissa. "Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute." Master's thesis, Kent State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593

    Chicago Manual of Style (17th edition)

kent1499353441955593
811
© 2017, some rights reserved.Creative Commons License Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute by Melissa M. Higgins-Linder is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Kent State University and OhioLINK.