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Nurturing Mind, Spirit, and a Love of the Arts and Sciences: Schools and Cultural Organizations as Educators
Barbara J. Soren
Studies in Art Education
Vol. 34, No. 3 (Spring, 1993), pp. 149-157
Published by: National Art Education Association
Stable URL: http://www.jstor.org/stable/1320620
Page Count: 9
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Schools, museums, and performing arts organizations contribute to lifelong learning processes. The author addresses fundamental differences between schools and cultural organizations, particularly in terms of educational priorities and professional development of educators. Also, different ways in which institutions in the United States, Canada, and England attempt to enrich public awareness and understanding of the arts and sciences are examined. Museum settings and performing arts organizations in the Province of Ontario are a specific focus. Policy and document analysis, interviews with staff, and observations and conversations with museum visitors provide insights into educational intentions of organizations and educational experiencing for visitors. The author advocates certain changes in attitudes for professionals working in education and invites art educators and teachers to explore innovative ways in which schools, museums, and performing arts organizations can collaborate in educating the public.
Studies in Art Education © 1993 National Art Education Association