“I FELT LIKE ALL THESE OBJECTS WERE IN MY OWN HOUSE…”: LEARNING THROUGH SENSES IN THE MUSEUM

Charikleia Kanari, Anastasia-Zoi Souliotou, Theodora Papaioannou

Abstract


The benefits of multisensory learning are recognized both in the field of formal education, informal and non-formal learning environments and activities. In the case of museums and museum pedagogy learning through the senses is a key element. Furthermore, the idea of a multisensory museum is steadily gaining ground within museums and among museum professionals with the ultimate aim to enrich all visitors’ museum experiences. The present paper focuses on touch in the museum. It aims to investigate primary school students’ perceptions of touch in museums as well as their experience with regard to the use of permanent display cases with touchable authentic objects during an educational program in an archaeological museum in Greece. The data were obtained via: a. evaluation questionnaires filled in by the primary school students after the visit to the museum, b. semi-structured interviews by the teachers, and c. participant observation and field notes. The results revealed how the students understand and perceive the prohibition of touch in the museum in relation to aspects of cultural heritage and exhibits’ protection. Furthermore, issues related to the appropriate approach of permanently accessible exhibition display cases and facilitations in the museum space were observed. Students’ views about their own experience confirmed the significance of touch and multisensory activities as well as the value of the combination of sensory activities, object-based learning, play and other creative and experiential methods and activities that can lead to meaningful and memorable museum experiences.

 

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Keywords


museum, touch, multisensory learning, object-based learning

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References


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DOI: http://dx.doi.org/10.46827/ejes.v9i10.4483

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