Begun in the early twentieth century, the Forbes Pigment Collection at the Harvard Art Museums’ Straus Center for Conservation and Technical Studies contains over 2,500 samples, ranging in dates back to 1,000 BCE. Art historian, Simon Schama discusses the collection, and how it ties into the emergence of art conservation in the United States.
From September 2015 through September 2017, the Ruth and Elmer Wellin Museum of Art at Hamilton College conducted a cross-sectional study that asked, “What makes K-12 public school educators choose to use a museum as part of their curriculum?” At the time of this research, no qualitative studies—either regional or national—could be found on this subject. Studies addressing the “how” and the “what” involved in museum-school collaborations had been published, but none looked at the “why” that motivated such partnerships. Continue reading “What makes K-12 public school educators choose to use a museum as part of their curriculum?—AAM”
While most students understand that objects inside museums have important cultural, ideological, economic, and art historical value, they don’t always recognize the role of these institutions to shape and reinforce such values. AHTR’s Visiting the Museum Learning Resource aims to help students think more critically about the broader implications of art museums and to better understand their integral relation to the study and practice of art history.