Reimagining School Programs

Abstract

Abstract Art museums devote enormous resources to supporting K-12 school visit programs, even though there is little research to indicate that single field trips result in significant student learning. The Isabella Stewart Gardner Museum’s education department has taken a different approach, focusing instead on a multiple-visit program that gives students and their teachers extended practice with art discussion using the Visual Thinking Strategies (VTS) approach and conducting a 3-year research project that has shown links between learning to look and critical thinking. This article describes a new model for museum-school collaboration, one that centers on helping students develop their own abilities to look at and interpret art.

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