Perceptions, processes and practices around learning in an art gallery
Year: 2014
Type: article
Abstract: This paper presents the findings of a research project examining the way learning is perceived by senior members of learning staff at Tate in London. Modelled on a specific construction of artistic practice, learning is considered by these members of staff to be a disruptive process to which ethical values are attached. Considering these views in relation to various theoretical constructions of learning, the paper assesses the implications of staff holding these views for Tate and for the museum sector more widely.
Authors: Emily Pringle, Jennifer DeWitt
Language: English
Subfield: Museology
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2489634829