Název: Evaluace v muzejní edukaci – teoretická východiska
Zdrojový dokument: Museologica Brunensia. 2013, roč. 2, č. 2 (Jaro 2013), s. 15-21
Rozsah
15-21
-
ISSN1805-4722 (print)2464-5362 (online)
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/131375
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
přístupné po uplynutí embarga
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
V muzejní edukaci, stejně jako v řadě jiných muzejních činností, je nezbytná pravidelná zpětná vazba. Měla by pomáhat eliminovat chyby a umožňovat postupné zkvalitňování a zvyšování efektivity v oblasti muzejní prezentace. Evaluace v muzejní pedagogice vychází z klíčových tezí výrazně rozpracovanější pedagogické evaluace. Představuje jak teoretický přístup, tak současně i metodologii a proces monitorování a měření jevů. Výsledek nepoučeného a intuitivního přístupu k hodnocení systémem "pokus-omyl", který výrazně zvyšuje subjektivitu celého procesu i výsledků, můžeme označit jako reflexi. Naopak evaluací v pravém slova smyslu je systematicky připravené, plánovité, relativně objektivní hodnocení s předem stanovenými cíli a kritérii. Příkladem konkrétních typů evaluačních studií z oblasti muzejní edukace mohou být podrobné analýzy návštěvnických konverzací, detailní etnografické studie uskutečněné v muzeích, retrospektivní rozhovory o muzejních vzpomínkách, hlasité komentáře návštěvníků k jejich vnímání výstavy, testování smyslového vnímání muzejní prezentace, hloubkové rozhovory nebo skupinové rozhovory o muzejních zážitcích návštěvníků.
In the museum education just as in many other museum activities, the feedback is necessary. It should help eliminate mistakes and enable gradual quality improvement and increasing effectiveness in the museum presentation. The evaluation in the museum pedagogy takes from key principles of much more elaborated pedagogic evaluation. It represents both, the theoretical approach as well as methodology and the process of phenomena monitoring and measuring. The result of non-professional and intuitive approach to the assessment by the system of "attempt-error", which significantly increases the subjectivity of the whole process and results, can be called the reflection. On the other hand the evaluation in the right sense of the word is systematically prepared, planned, relatively objective assessment with goals and criteria set in advance. The examples of specific types of evaluation studies from museum education can be detailed analyses of visitors' conversations, detailed ethnographic studies carried out in museums, retrospective interviews about museum memories, vocal commentary of visitors on their perception of the exhibition, testing sensory perception of the museum presentation, profound interviews or group interviews about museum experiences of the visitors.
Reference
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[24] PEIRSON JONES, Jane. Communicationg and learning in Gallery 33: evidence from a visitor study. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 260–275. ISBN 0-415-11672-4.
[25] PONTIN, Kate. Evaluating of school work in the Rutland Dinosaur Gallery. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 223–234. ISBN 0-415-11672-4.
[26] PRŮCHA, Jan. Pedagogická evaluace. Brno: Masarykova univerzita, Centrum pro další vzdělávání učitelů, 1996. ISBN 80- 210-1333-8.
[27] Sebehodnocení školy: Jak hodnotit kvalitu školy. Praha: Agentura STROM, 1998. ISBN 80-86106-04-7.
[28] SEBEROVÁ, Alena, MALČÍK, Martin. Autoevaluace školy: od teorie k praxi a výzkumu. Ostrava: Ostravská univerzita v Ostravě, Pedagogická fakulta, 2009. ISBN 978-80-7368-759-5.
[29] SOREN, Barbara J. Audience-based measures of success. Evaluating museum learning. In LORD, Barry (ed.). The Manual of Museum Learning. Plymouth: AltaMira Press, 2007, s. 221–251. ISBN 978-0-7591-0971-1.
[30] VENUGOPAL, B. Family groups in museums: an Indian experience. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 276–280. ISBN 0-415-11672-4.
[31] WELTZL-FAIRCHILD, Andrea. The museum as medium in the aestetic response of schoolchildren. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 213–222. ISBN 0-415-11672-4.
[32] WELTZL-FAIRCHILD, Andrea, ÉMOND, Anne-Marie. The impact of museography. In Partnering in museum education – Enhancing the adventure: ICOM/CECA annual international conference 2005 proceedings. Banská Štiavnica, Bratislava: ICOM/CECA, 2005, s. 140–148. ISBN 80-89090-20-6.
[33] WELTZL-FAIRCHILD, Andrea, GUMPERT, Andrea. Consciousness of self: discovering one's self while engaged with the museum object. In ÉMOND, Anne-Marie. Ľ‘éducation muséale vue du Canada, des États-Units et d'Europe: Recherche sur les programmes et les expositions: Education in Museums as seen in Canada, the United States and Europe: Research on programs and exhibitions. Québec: MultiMondes, 2006, s. 123–134. ISBN 2-89544-093-X.
[2] AMBROSE, Timothy, PAINE, Crispin. Museum Basics. London, New York: ICOM, Routledge, 1995. ISBN 0-415-05770-1.
[3] BICKNELL, Sandra. Here to help: evaluation and effectiveness. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 281–293. ISBN 0-415-11672-4.
[4] CURY, Marília Xavier. Museological communication and reception study at Museum Água Vermelha. In Partnering in museum education – Enhancing the adventure: ICOM/CECA annual international conference 2005 proceedings. Banská Štiavnica, Bratislava: ICOM/CECA, 2005, s.36–42. ISBN 80-89090-20-6.
[5] DEAN, David. Museum exhibition: theory and practice. London, New York: Routledge, 1996. ISBN 0-415-08017-7.
[6] DUFRESNE-TASSÉ, Colette. Andragogy (adult education) in the museum: a critical analysis and new formulation. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 245–259. ISBN 0-415-11672-4.
[7] DUFRESNE-TASSÉ, Colette (ed.). Familles, écoliers et personnes âgées au musée: Recherches et perspectives: Families, Schoolchildren and Seniors at the Museum: Research and Trends: Familias, escolares y personas de edad en el museo: Investigaciones y perspectivas. Québec: ICOM-CECA, 2006. 318 s. ISBN 2-89544-105-7.
[8] ÉMOND, Anne-Marie. Research strategies studying the reception of contemporary art in a fine art museum. In ÉMOND, Anne-Marie. L‘éducation muséale vue du Canada, des États-Units et ď Europe: Recherche sur les programmes et les expositions: Education in Museums as seen in Canada, the United States and Europe: Research on programs and exhibitions. Québec: MultiMondes, 2006, s. 111–122. ISBN 2-89544-093-X.
[9] HEIN, George E. Evaluating teaching and learning in museums. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 189–203. ISBN 0-415-11672-4.
[10] HOOPER-GREENHILL, Eilean. Changing Values in theArt Museum. In CARBONELL, Bettina Messias. Museum Studies: An Anthology of Contents. Oxford: Blackwell Publishing, 2006, s. 556–575. ISBN 0-631-22830-6.
[11] HOOPER-GREENHILL, Eilean. Museums and education: Purpose, pedagogy, performance. London: Routledge, 2009. 230 s. ISBN 978-0-415-37936-6.
[12] HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995. 299 s. ISBN 0-415-11672-4.
[13] KAUFMAN, Amy. Marketing museum learning. In LORD, Barry (ed.). The Manual of Museum Learning. Plymouth: AltaMira Press, 2007, s. 253–272. ISBN 978-0-7591-0971-1.
[14] KAVANAGH, Gaynor. Museums in partnership. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 124–134. ISBN 0-415-11672-4.
[15] KELMAN, Ian. Responsive evaluation in museum education. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 204–212. ISBN 0-415-11672-4.
[16] KOUTSIKA, Georgia-Gina. The role of Learning in exhibition development. In Partnering in museum education – Enhancing the adventure: ICOM/CECA annual international conference 2005 proceedings. Banská Štiavnica, Bratislava: ICOM/CECA, 2005, s. 158–161. ISBN 80-89090-20-6.
[17] LORD, Barry, LORD, Gail Dexter (eds.) The Manual of Museum Exhibitions. California: AltaMira Press, 2002. ISBN 0-7591-0233-3.
[18] MACDONALD, Sally. Changing our minds: planning a responsive museum service. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 165–174. ISBN 0-415-11672-4.
[19] MESALLAM, Mahmoud. Educational work: the collective responsibility of all museum personnel. In The museum in the service of man: today and tomorrow: The museum's educational and cultural role/ Le musée au service des hommes aujourd'hui et demain: Le rôle éducatif et culturel de musée. Paris: International Council of Museums, 1972, s. 157–166.
[20] MILES, R. S. (ed.). The Design of Educational Exhibits. London: George Allen & Unwin, 1982. 198 s. ISBN 0-04-069002-4.
[21] NARDI, E. The exhibition of Rembrandt's Engravings at the Quirinal Palace Stables. Evaluation of an educational action. In DUFRESNE-TASSÉ, Colette (ed.). Familles, écoliers etpersonnes âgées au musée: Recherches et perspectives: Families, Schoolchildren and Seniors at the Museum: Research and Trends: Familias, escolares y personas de edad en el museo: Investigaciones y perspectivas. Québec: ICOM-CECA, 2006, s. 205–224. ISBN 2-89544-105-7.
[22] PARKER, Harry S. III. The training of museum educators. In The museum in the service of man: today and tomorrow: The museum's educational and cultural role/ Le musée auservice des hommes aujourd'hui et demain: Le rôle éducatif et culturel de musée. Paris: International Council of Museums, 1972, s. 167–171.
[23] PEARCE, Susan. Collecting as medium and message. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 15–23. ISBN 0-415-11672-4.
[24] PEIRSON JONES, Jane. Communicationg and learning in Gallery 33: evidence from a visitor study. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 260–275. ISBN 0-415-11672-4.
[25] PONTIN, Kate. Evaluating of school work in the Rutland Dinosaur Gallery. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 223–234. ISBN 0-415-11672-4.
[26] PRŮCHA, Jan. Pedagogická evaluace. Brno: Masarykova univerzita, Centrum pro další vzdělávání učitelů, 1996. ISBN 80- 210-1333-8.
[27] Sebehodnocení školy: Jak hodnotit kvalitu školy. Praha: Agentura STROM, 1998. ISBN 80-86106-04-7.
[28] SEBEROVÁ, Alena, MALČÍK, Martin. Autoevaluace školy: od teorie k praxi a výzkumu. Ostrava: Ostravská univerzita v Ostravě, Pedagogická fakulta, 2009. ISBN 978-80-7368-759-5.
[29] SOREN, Barbara J. Audience-based measures of success. Evaluating museum learning. In LORD, Barry (ed.). The Manual of Museum Learning. Plymouth: AltaMira Press, 2007, s. 221–251. ISBN 978-0-7591-0971-1.
[30] VENUGOPAL, B. Family groups in museums: an Indian experience. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 276–280. ISBN 0-415-11672-4.
[31] WELTZL-FAIRCHILD, Andrea. The museum as medium in the aestetic response of schoolchildren. In HOOPER-GREENHILL, Eilean. Museum, Media, Message. London, New York: Routledge, 1995, s. 213–222. ISBN 0-415-11672-4.
[32] WELTZL-FAIRCHILD, Andrea, ÉMOND, Anne-Marie. The impact of museography. In Partnering in museum education – Enhancing the adventure: ICOM/CECA annual international conference 2005 proceedings. Banská Štiavnica, Bratislava: ICOM/CECA, 2005, s. 140–148. ISBN 80-89090-20-6.
[33] WELTZL-FAIRCHILD, Andrea, GUMPERT, Andrea. Consciousness of self: discovering one's self while engaged with the museum object. In ÉMOND, Anne-Marie. Ľ‘éducation muséale vue du Canada, des États-Units et d'Europe: Recherche sur les programmes et les expositions: Education in Museums as seen in Canada, the United States and Europe: Research on programs and exhibitions. Québec: MultiMondes, 2006, s. 123–134. ISBN 2-89544-093-X.