The relationship between children’s art learning and the spatial characteristics of art museums

Date

2023-8-11

Author

Güney, Berin

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

247
views

166
downloads

Cite This

In cities, museums are cultural places where people can make contact with the arts through the diverse opportunities provided there. These opportunities vary based on the museums’ administrative and spatial characteristics. This thesis focuses on the spatial characteristics of museums to reveal their contributions to children’s learning of arts. In general, children who are stuck in specific places within their cities primarily have opportunities to learn about art at school, where formal learning takes place. Informal learning, on the other hand, occurs in places other than schools and in different stages of daily life. Thus, there are more informal opportunities to learn about any particular topic at any given time in comparison to formal opportunities. Children need to benefit from more diverse opportunities to improve their limited knowledge of the arts. It is important to support children’s knowledge of the arts through informal learning settings. That is why this thesis focuses on museums, emphasizing their importance in terms of being cultural and informal learning environments for contributing to children’s knowledge of the arts through their spatial characteristics, and it explains the relationship between children and museums by focusing on the contribution of museum settings and their specific spatial characteristics to children’s knowledge of art and culture. It is inferred that the spatial characteristics of indoor and outdoor settings of art museums provide opportunities for children’s learning of art and culture by means of the impacts of these characteristics on components of affective state and art parameters.

Subject Keywords

Museum settings, Learning environment, Children’s perception of place, Children’s learning of arts, Environmental psychology

URI

https://hdl.handle.net/11511/105196

Collections

Graduate School of Natural and Applied Sciences, Thesis