Abstract

This study uses a particular orientation of Qualitative Research, referred to as action research or teacher-as-researcher, to investigate the potential of children's experiences of collecting and arranging their own collections as a link to response to objects in an art museum. A series of activities and interviews were conducted, using a constructivist approach grounded in Gardner's (1995) theory of Multiple Intelligences. Homer's (1986a) paradigm of orientations to museum experiences was used to structure the activities. This study has also been guided by Weltzl-Fairchild's (1995) investigation into the aesthetic response of schoolchildren. Issues arose involving the children's lack of a coherent vocabulary with which to discuss and to describe their art experiences. The findings were examined in the light of children's perception of what is valued and legitimated in the adult/artworld in relation to their own world. One of the most significant findings was the need of the children to be able to play with and to handle the objects in their collections. Information useful to classroom teachers planning field trips to art museums was also discussed.