Art Museum Education:
Facilitating Gallery Experiences
by Olga Hubard
(Palgrave Macmillan, 2015)
Read book review by João Pedro Fróis
published in Curator: The Museum Journal
Read book review by Ceri Jones
published in British Journal of Educational Studies
How can museum educators – and others who teach in galleries – facilitate experiences with works of art that are meaningful to viewers? What is the role of dialogue in these experiences? How might educators negotiate divergences between visitors’ perspectives and official information? What is the place of emotions and bodily sensations in art viewing? This book positions gallery teaching as a sophisticated endeavour, rooted in sound understandings about the complexities of art interpretation and its mediation.
Art Museum Education
Hubard, O. (2015). “How does this artwork make you feel?” A “no-no” question in art museum education? Journal of Aesthetic Education, 40(2), 82-98.
Hubard, O. (2014, April 14). In the midst of practice: Reflections on the Gallery Teaching Marathon [Web log post] in Art museum teaching: A forum for reflecting in practice. Retrieved from http://artmuseumteaching.com/2014/04/14/in-the-midst-of-practice/
Hubard, O. (2014). Concepts as context: Thematic museum education and its influence on meaning making. International Journal of Art and Design Education, 33(1), 103-115.
Hubard O. (2013). New windows into “museum art”: Youth as contributors to collective understanding. In L. Vasudevan & DeJaynes, T. (Eds.) Arts, Media, and Justice: Multimodal Explorations with Youth. New York: Peter Lang.
Hubard, O. (2013). What counts as a theme in art museum education? Journal of Museum Education. 38(1), 90-102.
Hubard, O. (2011). Rethinking critical thinking and its role in art museum education. Journal of Aesthetic Education, 45(3).
Hubard, O. (2011). Illustrating interpretive inquiry: A reflection for art museum education. Curator: The Museum Journal, 54(2), 165-179.
Hubard, O. (2011). “Curriculum: Why should art be accessible to everyone?” in Art within reach: From the WPA to the present, http://cmany.org/wpa/curriculum.phtp. [Excerpt in Trudeau, P. (Ed.). Art within reach: From the WPA to the present. New York: Children’s Museum of the Arts, 122-125.
Hubard, O. (2010) Three modes of dialogue about works of art. Art Education, 63(3), 40-45.
Hubard, O. (2008). The act of looking: Wolfgang Iser’s literary theory and meaning making in the visual arts. International Journal of Art and Design Education, 27(2), 168-180.
Hubard, O. (2007). (Ed.) Museum interactions: Personal responses & educational perspectives. New York: Program in Art and Art Education, Teachers College Columbia University.
Hubard, O. (2007). Complete engagement: Embodied response in art museum education. Art Education, 60(6), 46-53.
Hubard, O. (2007). Negotiating personal and cultural significance: A theoretical framework for art museum education. Curator: The Museum Journal, 50(4), 401-416.
Hubard, O. (2007). Why is that art? A review essay. International Journal of Education & the Arts, 8(Review 4), 1-7.
Hubard, O. (2007). Productive information: Contextual knowledge in art museum education. Art Education, 60(4), 17-23.
Hubard, O. (2007) Originals and reproductions: The influence of presentation format in adolescent responses to art images. Studies in Art Education, 49(3), 247-264.
Hubard, O. (2006, Fall). Activities in the art museum. NAEA Advisory, 1-2.
Hubard, O. (2006). “We’ve already done that one”: Adolescents’ responses to repeated engagements with the same artwork. International Journal of Art and Design Education, 25(2), 164-174.
Hubard, O. (2005). The human dimensions of aesthetic experience: An adolescent conversation with the art of Isamu Noguchi. In Art Education Dissertation Monographs, Vol. 1. New York: Program in Art and Art Education, Teachers College Columbia University, 63-72.
Hubard, O. (In press). Pondering creativity. Teachers College Record (special issue edited by Lori Custodero).
Martinez-Alvarez, P. & Hubard, O. (2015). In science and art: Bilingual primary children creating imaginary clay landscapes to model slow changes to the surface of the earth. Science and Children, 52(5), 56-63.
Hubard, O. (2011). Being across homes. Teachers College Record, 113(6), 8.