The Campus Art Museum - Samuel H. Kress Foundation

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Sources Cuno, J. (Ed.) (2004). Introduction. Whose Muse? Art Museums and the Public Trust (11-25). Princeton, NJ: Princeton University Press and Harvard University Art Museums. Glesne, Corrine. (2011). Becoming Qualitative Researchers (4th ed.). NY: Pearson. Goethals, M. and Fabing, S. (2007). College and University Art Museum Program Summary Report. Retrieved from the Andrew W. Mellon Foundation Web site: http://mac.mellon.org/CUAM/cuam_report.pdf Patton, M. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage Publications. Russell, J. & Spencer, T. (Eds). (2000). Art on Campus: The College Art Association’s Official Guide to American College and University Art Museums and Exhibition Galleries. Monkton, MD: Friar’s Lantern, Inc. Sources 8
The Campus Art Museum: A Qualitative Study I.Effects and Influences of the Great Kress “Giveaway” 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: 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 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 and 66:
The Campus Art Museum: A Qualitativ
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
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where they receive units of credit
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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
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museum. I asked what careers they h
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Appendix A Acronyms or Abbreviation
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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.
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artists to the museum’s collectio
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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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