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Aesthetic Socialization during School Tours in an Art Museum
Nancy R. Johnson
Studies in Art Education
Vol. 23, No. 1 (1981), pp. 55-64
Published by: National Art Education Association
Stable URL: http://www.jstor.org/stable/1319693
Page Count: 10
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This study utilized the sociology of knowledge as a theoretical framework for investigating the aesthetic socialization of children. The focus of the study was upon the kinds of knowledge shared with students in the context of museum school tours. The methodology of the study involved phenomenological sociology. Participant-observation was the mode of inquiry chosen to study knowledge occurring in the verbal interchanges between docents, teachers, and students. Taperecordings of the talk during sixteen tours were analyzed for types of knowledge and methods of socialization. The findings indicated that metaphors and analogies are important components in the socialization of knowledge.
Studies in Art Education © 1981 National Art Education Association