The Campus Art Museum - Samuel H. Kress Foundation

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drive through the country, you see it a different way because Sudlow taught you to see it. Art museums are public spaces where many sorts of dialogue can take place, creating not only sites of learning, but also locations of connection, creativity, inspiration, and deep pleasure. What Difference Can A Campus Art Museum Make? 20
Appendix A Acronyms or Abbreviations Used for Academic Institutions and Art Museums along with Total Student Enrollment Numbers IU Indiana University 40,500 8 students IUAM Indiana University Art Museum KU University of Kansas 28, 400 students Spencer Spencer Museum of Art MU University of Missouri 33,800 students MU Museum of University of Missouri Museum of Art and Archaeology Art and Archaeology Notre Dame University of Notre Dame 12,000 students Snite Snite Museum of Art Oberlin Oberlin College 2,900 students AMAM or Allen Allen Memorial Art Museum UC University of Chicago 5, 400 students Smart David and Alfred Smart Museum UA University of Arizona 39,100 students UAMA University of Arizona Museum of Art 8. Enrollment numbers include undergraduate, graduate, and professional students and are rounded off to the nearest 100. Appendix A 21
Page 1 and 2:
The Campus Art Museum: A Qualitativ
Page 3 and 4:
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
Page 9 and 10:
Page 11 and 12:
Table of Contents Effects and Influ
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ecause although “there’s so muc
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Study Participants and Methods 2 Th
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Similarly to UAMA, the gift from th
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a donor had something, they’d say
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are so many people sometimes that t
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Art History and other Art Curricula
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those paintings…. They are a kind
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The respondent situated this strugg
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and with the public in general. Rep
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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
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: museum. I asked what careers they h
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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