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Abstract
Today's art museum educators face a challenge that is unprecedented in the field. Where not too long ago little was known regarding how people learn in the museum, now multiple theories have emerged (Falk & Dierking 1992, 2000; Hein 1998; Roberts, 1997; Yenawine, 1988). New theories breed new practices. The dilemma for art museum educators is to select the theory and craft the practice that will promote meaningful learning experiences for visitors, who can be anyone from children to senior citizens.
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Notes on contributors
Melinda M. Mayer
Melinda M. Mayer Is Assistant Professor In The Division Of Art Education And Art History, University of North Texas, Denton. E-mail: [email protected]