From Periphery to Center: Art Museum Education in the 21st Century

From Periphery to Center: Art Museum Education in the 21st Century (2007). Pat Villeneuve, Editor. Reston, VA: National Art Education Association. 255 pages. ISBN 978-1-890160-38-8.This anthology constitutes a major contribution to the art museum education profession, and Its chapters are certain to appear In reference lists alongside the work of other authors and editors most frequently cited In the literature, Including John Falk and Lynn Dierking, George Hein, and Ellean Hooper-Greenhlll. Although art museum educators are primary beneficiaries, the contents of this book are In many ways applicable to every division of the National Art Education Association, from K-12 teachers and administrators to university professors. The only other book focusing on museum education published by the National Art Education Association (NAEA) was released 20 years ago: Nancy Berry and Susan Mayer's edited anthology, Museum Education: History, Theory, and Practice (1 989) which no longer appears on the available publications list of NAEA. Although a comparison of the two books reveals similarities in the concerns, theory, and practice of art museum education, Vllleneuve's anthology reveals that much has changed pertaining to the role, status, and value of educators within art museums, the range of resources and opportunities available for teaching, and our understanding of how a vastly diverse visitor population learns and experiences museums.Pat Villeneuve Is well qualified to serve as editor of this book, with 25 years of professional art museum education work behind her and significant experience as researcher, author, and editor. Currently she serves as arts administration and art museum education faculty and coordinator of graduate studies in the Department of Art Education at Florida State University. Villeneuve approached editorship of this volume with the same vigorous, substantive, and imaginative flair she demonstrated as editor of the journal Art Education from 2001 to 2003. Each chapter is concise, descriptive, and well organized with useful headings, and the Intentions of the authors are clearly stated. Keenly aware of the need for theory-to-practice resources In the field, Villeneuve encouraged authors to Include concrete examples of the application of ideas and proposals, as well as realistic advice to practitioners. Thankfully, no whining was allowed; although museum educators certainly have their share of woes and frustrations, the authors take the constructive high road and emphasize what works and how the field can Improve from within despite obstructions from the larger museum culture. The level of scholarship across chapters Is high and a substantial amount of recent research is reported, yet to Villeneuve's credit, her policy seems to have been to avoid jargon or ponderous syntax that would obscure meaning, hinder timely application of useful ideas, or discourage broad readership. Yet the text Is far from being oversimplified; this book is very appropriate for graduate students and professionals.Villeneuve likes to encourage new, alternative, and contrasting ideas and approaches to museum education. Toward that end, she devised the "Many Voices Project." Unedited manuscripts were placed on a dedicated website and then art museum educators and related professionals were Invited to read and offer comments. Selections, a few of them extensive, appear In highlighted boxes within their corresponding chapters. Some expand or deepen the topic at hand or provide thought-provoking insights or questions, others inject real-world perspectives. Their inclusion in the text contributes to the dialogic environment Villeneuve hopes to stimulate, which in the long run may be the most valuable outcome of this book's publication. There is no hint of pretense that this book Is comprehensive or the last word on art museum education; rather, It continues and propels vital aspects of a larger conversation begun In American art museums 100 years ago. …