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Penn GSE Perspectives on Urban Education, v6 n2 p72-76 Fall 2009

In this technological age, where mind and body are increasingly disconnected in the classroom, object-based learning--along with strong museum-school partnerships--provide many benefits for student learning. In this article, the author first outlines some of the special mind-body connections that object-based learning in museums affords learners and how this learning is specific to the kind of object-based learning one finds in museums. Next, she discusses how integral museum-school partnerships are to making a space for arts education in general school curriculum. Lastly, she makes a case for increased funding for museum-school partnerships and object-based learning school initiatives, as she thinks they should begin to be rightly seen as part of the future for arts education in the 21st century. Here, the author hopes to reinvigorate the argument that, in the current technological learning revolution of the early 21st century, educators do not forget the great benefits of learning from physical objects. (Contains 2 endnotes.)

Descriptors: Museums, Partnerships in Education, Teaching Methods, Educational Practices, Educational Strategies, Imagination, Art Materials, Instructional Design, Urban Education

University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal[at]gse.upenn.edu; Web site: http://urbanedjournal.org

Autor: Lasky, Dorothea

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3844&id=EJ869348

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