Visual Literacy/Aesthetic Development Research: Museum-Public School Cooperation

Abstract

In a bold research project, New York's Mu seum of Modern Art and the New York City Public School system joined forces to create a visual literacy/aesthetic development pro gram. To accomplish this goal, research was undertaken that included a methodology to ascertain the aesthetic development stages of students. This population was tested before and after experiencing a newly created art curriculum, with related activities. In addition, a select group of teachers participated in special visual literacy training workshops. These teachers also were tested to identify growth in aesthetic development stages. The article discusses the methodological ap proaches and the research findings. After ward, the results of the project are evaluated in light of several conceptual and design lim itations, including (a) consideration of atti tudes, (b) attention to student learning styles and the need to adapt pedagogical ap proaches, (c) the study of age and aesthetic development, (d) the possibility of a Hawthorne Effect, and (e) the creation of a limited studio art module as part of the curriculum. This museum-public school research project pro vides a foundation for additional, integrated studies.

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