The Campus Art Museum - Samuel H. Kress Foundation

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Sources Classroom Resource Sheet: Altar Wing with Five Saints, c. 1445. (n.d.) Allen Memorial Art Museum. Retrieved from http://www.oberlin.edu/amam/ documents/2_diBicci_AltarWingWithFiveSaints.pdf Editorial. 1962 (July). “The Samuel H. Kress Collection.” The Burlington Magazine, 104 (712): 278-280. History of the Kress Collection. (n.d.). Retrieved from http://www.kressfoundation. org/collection/default.aspx?id=70&terms=study+collections Land, N. E. (Ed.). 1999. The Samuel H. Kress Study Collection at the University of Missouri. Columbia, MO: University of Missouri Press Life. 1953. “The Great Kress Giveaway.” Life, 35 (November 1953): 146-64. Maser, E. A., Giacomini, G. S., and LaPlante, J. D. 1962 (spring). College Museum Notes: The Samuel H. Kress Study Collection Program. Art Journal, 21 (3): 177-204. Perry, M. The Kress Collection. In M.R. Chace and H. N. Abrams (Eds), A Gift to America: Masterpieces of European Painting from the Samuel H. Kress Collection (12- 35). New York: Harry N. Abrams, Inc. The Register of the Spencer Museum of Art. 1991. Volume VI, Numbers 8 & 9. Lawrence, KS: Spencer Museum of Art. Yale University Art Gallery Collection-Sharing Initiative: Project Descriptions. Retrieved from http://www.bowdoin.edu/art-museum/news/2010/pdf/Mellon_ ProjectDescriptions.pdf Sources 22
The Campus Art Museum: A Qualitative Study II. Art Across the Curriculum A Report to the The Samuel H. Kress Foundation By Corrine Glesne
Page 1 and 2: The Campus Art Museum: A Qualitativ
Page 3 and 4: Table of Contents The Campus Art Mu
Page 5 and 6: study began with a possible researc
Page 7 and 8: exposure to art as a child, a cours
Page 11 and 12: Table of Contents Effects and Influ
Page 13 and 14: ecause although “there’s so muc
Page 15 and 16: Study Participants and Methods 2 Th
Page 17 and 18: Similarly to UAMA, the gift from th
Page 19 and 20: a donor had something, they’d say
Page 21 and 22: are so many people sometimes that t
Page 23 and 24: Art History and other Art Curricula
Page 25 and 26: those paintings…. They are a kind
Page 27 and 28: The respondent situated this strugg
Page 29: and with the public in general. Rep
Page 33 and 34: Table of Contents Art Across the Cu
Page 35 and 36: 1969, enabling government support f
Page 37 and 38: Everyone spends an afternoon at the
Page 39 and 40: professors about using the museum a
Page 41 and 42: Skill Development Figure 11.1. Comp
Page 43 and 44: talk about the objects, and they te
Page 45 and 46: We’ve got kids from all over camp
Page 47 and 48: eflected on the role of artists as
Page 49 and 50: Collaborations Among Museum Staff a
Page 51 and 52: assignment and promoted it in a cam
Page 53 and 54: focusing on people who have followe
Page 55 and 56: at a narrow slice of researchers in
Page 57 and 58: too thin. Nobody could do that posi
Page 59 and 60: The museum is necessary for the who
Page 61 and 62: when they say, “I want to show al
Page 63 and 64: its collections into courses tends
Page 67 and 68: Table of Contents Museum Art in Eve
Page 69 and 70: It’s is about getting students in
Page 71 and 72: Engaging Through Social Events Soci
Page 73 and 74: thing for them to get organized for
Page 75 and 76: where they receive units of credit
Page 77 and 78: Table 111.1. How Interviewees Becam
Page 79 and 80: Table 111.3. Gender of Research Par
Page 81 and 82:
Sometimes such moments were matched
Page 83 and 84:
museum. I asked what careers they h
Page 85 and 86:
Appendix A Acronyms or Abbreviation
Page 87 and 88:
Job/ Internship Museum Visits “I
Page 89 and 90:
The Campus Art Museum: A Qualitativ
Page 91 and 92:
Table of Contents Challenges and Co
Page 93 and 94:
Metaphor and Meaning of the Campus
Page 95 and 96:
that it is particularly prevalent.
Page 97 and 98:
artists to the museum’s collectio
Page 99 and 100:
2008). 4 This emphasis reflects a l
Page 101 and 102:
Institutional support, economical a
Page 103 and 104:
I had to fire a senior curator; I h
Page 105 and 106:
cognizant of what is going on globa
Page 107 and 108:
specialist, and professional staff.
Page 109 and 110:
“One of the things that’s hard
Page 111 and 112:
A safety catch in protecting signif
Page 113 and 114:
“...medical studies have been don
Page 115 and 116:
Appendix IV. A. Interpretive Distil
Page 117 and 118:
access to the highest quality arts.
Page 119 and 120:
UAMA: The University of Arizona Mus
Page 121:
Sources Cameron, D. F. 2004. The Mu
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The Campus Art Museum - Samuel H. Kress Foundation

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