Object-based learning explores material culture by giving audiences increased tactile access to museum collections, and has been available in a growing number of museums throughout the United...Show moreObject-based learning explores material culture by giving audiences increased tactile access to museum collections, and has been available in a growing number of museums throughout the United Kingdom. The purpose of this study was to explore whether current practices are sustainable, and for this it used fourteen case studies of UK-based museums and archaeological organisations which provide object-based learning opportunities. The study suggests that practices are currently sustainable the way they are, with the loan kits especially being a manageable service and great use of archaeological materials that benefits from the regular and consistent needs of schools. However, it is also viewed that reaching out to a different and more unpredictable audience, or being subject to other more unexpected changes such as a change in curriculum would constitute a serious challenge to this sustainability. It is hoped that such research will encourage a wider discussion on the future direction of archaeological material within object based learning collections.Show less
The present dissertation lays between two field of studies, audience research and museum education. It takes into account those educational programs and activities developed by modern and...Show moreThe present dissertation lays between two field of studies, audience research and museum education. It takes into account those educational programs and activities developed by modern and contemporary art museums to attract an audience between the age of 19 and 35. The educational aspects of museum practice are recently undertaking profound changes. Therefore, the first part of this thesis analyses the literature regarding the changing role of museum education in the last decades. The progressive interaction between education and curatorial practice is discussed together with the appearance of innovative learning theories applied to educational programs. Moreover, the discussion of the diversities between formal and informal education underlines the fundamental role of museum in supporting lifelong learning. The second chapter focuses on the analysis of the audience. Through statistics and surveys the present thesis outlines the necessity of attracting young adults aged between 19 and 35 years old. The specificities of this target are discussed in order to understand their precise needs. Hence, it is stressed that a diverse approach towards this generation is necessary to support and enhance their potential interest in contemporary art museums. Customized activities and educational programs could possibly increase their presence in museological institutions. The third chapter examines three case studies, the Stedelijk Museum in Amsterdam, The Gemeentemuseum in The Hague and the van Abbemuseum in Eindhoven. The comparative analysis of these institutions aims to comprehend whether the recent development of learning theories are implemented in the educational offer of museums. Their different approaches delineate whether there is a scarcity of programs especially developed for the target group in analysis. Eventually, possible appropriate strategies of engagement for young museumgoers are proposed as a valuable solutions for their lack of participation in contemporary art museums.Show less
