The Campus Art Museum - Samuel H. Kress Foundation

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Copyright Information: This work is licensed under a Creative Commons Attribution 3.0 Unported License. Copyright is retained by the Author(s). http://creativecommons.org/licenses/by/3.0/ Cover image: Pilate Washing His Hands, c.1480-1488, Fernando Gallego, Samuel H. Kress Collection, University of Arizona Museum of Art, University of Arizona 2
Table of Contents Museum Art in Everyday Life 4 How to Get Them in the Door: Interacting with the Art Museum Outside of Classes 4 Finding Solace and Inspiration and Sharing with Others 5 Engaging Through Social Events 7 Events for Campus and Community 7 Events for Students on Campus 8 Learning Through Work 10 How Participants Became Engaged with Art and Art Museums 12 Art Talk: How Participants Talk about the Meaning of Art & Art Museums in their Lives 15 What Difference Can a Campus Art Museum Make? 17 Appendix A 21 Appendix B 22 Sources 24 3
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The Campus Art Museum: A Qualitativ
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Table of Contents The Campus Art Mu
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study began with a possible researc
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exposure to art as a child, a cours
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The Campus Art Museum: A Qualitativ
Page 11 and 12:
Table of Contents Effects and Influ
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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 30: and with the public in general. Rep
Page 31 and 32: The Campus Art Museum: A Qualitativ
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 65: The Campus Art Museum: A Qualitativ
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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