The Historical and Philosophical Development of American Art Museum Education Programs

Abstract

This study examines the historical and philosophical development of art museum education programs in the United States since the late 19th century. It reveals how American art museums have taken vital responsibility, by developing their philosophies and practices in museum education to meet society's needs. By first employing Terry Zeller's philosophical categorization, the researcher introduces basic philosophies from art museum education programs prior to 1989. She then develops her argument to frame the current trends of art museum education programs. This study also discusses the development of fundamental principles and philosophical perspectives underlying art museum education. These suggestive findings provide great insight into art museum educational programming, both in the United States and in Japan.