Suchergebnisse

With the promotion of lifelong learning, foreign museums pay considerable attention to adult education and are engaged in their art education by developing different specialized educational programmes. However, Lithuanian museums lack such programmes and work experience of adult teaching. The absence of scientific data on what particularities of adult education are displayed during educational activities in Lithuanian museums posed a problem for the study and showed that little research has been conducted in this field. The research focused on the particularities of adult art education in the activities of art museums and aimed at revealing them. To that end, the paper sets: 1) to discuss psychological and sociological development characteristics of adults; 2) to describe the conception of museum education, its forms of activities and aspects of development; 3) to reveal the specifics of adult education in the museum educational activities and the possibilities for art education; and 4) to look at the particularities of adult art education while carrying out educational activities in the museum of art. The research methods employed systematic analysis of scientific sources and the legislation regulating educational activities of the museums, the unstructured interview, the semi-structured interview, and the quantitative data analysis. The research produced the following results: 1. Stages of adult development are better determined by social rather than biological age of a person since the former has a greater impact on maturity of the person. 2. Museum education presents learning possibilities in the museum environment where displayed exhibits employed for educational purposes generate aesthetical satisfaction. Educational activities of art museums produce art users and art lovers. 3. The need for learning (training, teaching, etc.) and self-expression (creativeness, opportunities, etc.), the need for satisfaction/emotional expression and social interaction, and educational methods employed by the museum (practical activities, narration/presentation) determine the particularities of adult art education in the educational activities of art museums. 4. The aspects of educational methods, teaching/training and satisfaction/emotional expression identified through the interview of educators confirmed the needs expressed by adults.

With the promotion of lifelong learning, foreign museums pay considerable attention to adult education and are engaged in their art education by developing different specialized educational programmes. However, Lithuanian museums lack such programmes and work experience of adult teaching. The absence of scientific data on what particularities of adult education are displayed during educational activities in Lithuanian museums posed a problem for the study and showed that little research has been conducted in this field. The research focused on the particularities of adult art education in the activities of art museums and aimed at revealing them. To that end, the paper sets: 1) to discuss psychological and sociological development characteristics of adults; 2) to describe the conception of museum education, its forms of activities and aspects of development; 3) to reveal the specifics of adult education in the museum educational activities and the possibilities for art education; and 4) to look at the particularities of adult art education while carrying out educational activities in the museum of art. The research methods employed systematic analysis of scientific sources and the legislation regulating educational activities of the museums, the unstructured interview, the semi-structured interview, and the quantitative data analysis. The research produced the following results: 1. Stages of adult development are better determined by social rather than biological age of a person since the former has a greater impact on maturity of the person. 2. Museum education presents learning possibilities in the museum environment where displayed exhibits employed for educational purposes generate aesthetical satisfaction. Educational activities of art museums produce art users and art lovers. 3. The need for learning (training, teaching, etc.) and self-expression (creativeness, opportunities, etc.), the need for satisfaction/emotional expression and social interaction, and educational methods employed by the museum (practical activities, narration/presentation) determine the particularities of adult art education in the educational activities of art museums. 4. The aspects of educational methods, teaching/training and satisfaction/emotional expression identified through the interview of educators confirmed the needs expressed by adults.