Transformative Learning in the Art Museum: A Methods Review

被引：22

作者：

Chisolm, Margaret S. ^{[1
,2
]}

Kelly-Hedrick, Margot ^{[1
]}

Stephens, Mark B. ^{[3
,4
]}

Zahra, Flora Smyth ^{[5
]}

机构：

[1] Johns Hopkins Univ Sch Med, Dept Psychiat & Behav Sci, 5300 Alpha Commons Dr, Baltimore, MD 21224 USA

[2] Johns Hopkins Univ Sch Med, Dept Med, Baltimore, MD 21224 USA

[3] Penn State Coll Med, Dept Family & Community Med, Hershey, PA USA

[4] Penn State Coll Med, Dept Humanities, Hershey, PA USA

[5] Kings Coll London, Fac Dent Oral & Craniofacial Sci, London, England

来源：

FAMILY MEDICINE | 2020年 / 52卷 / 10期

关键词：

VISUAL THINKING STRATEGIES; PROFESSIONAL IDENTITY FORMATION; MEDICAL HUMANITIES; STUDENTS; EDUCATION; SKILLS;

D O I：

10.22454/FamMed.2020.622085

中图分类号：

R1 [预防医学、卫生学];

学科分类号：

1004 ; 120402 ;

摘要：

Clinical educators are continually seeking innovative methods and settings for teaching. As such, they have increasingly begun to use art museums as a new educational space in which to build clinically-relevant skills and promote learners' professional identity formation. Art museum-based pedagogy can be understood through the framework of transformative learning theory, which provides an account of how adults learn through experience. In this article, the authors apply this theory to art museum-based teaching and offer a practical overview of art museum-based activities, highlighting three exemplars: visual thinking strategies, personal responses tour, and group poems. This toolbox of art museum-based teaching methods provides a launching pad for educators and learners to explore this innovative educational strategy.

引用

页码：736 / 740

页数：5

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