This intrinsic case study examines art museum learning of elementary school students during a week-long visit at the Mackenzie Art Museum. Museums are informative institutions that provide opportunities for visitors to engage with self, others, and society. It is a unique place for visitors to learn beyond classroom settings. This project aims to analyse the discourse around art and understand how young learners utilise discourse as tools to make meaning during art museum visits. By examining learners' dialogues, the research investigated a meaning-making framework that incorporates strategies for negotiating insights in art museums. This study includes approximately 12 hours of video-recorded data and student artefacts. The data suggests learners engage and form new meanings through building and negotiating discourses with peers and museum educators. Different discourses and knowledge are valued and reinforced by members of the group. This study addresses the gap in children's meaning-making during art museum visits, illustrating their strategies to construct knowledge and bridge connections.

中文翻译：

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“谁认为这茶匙是艺术？” 小学生参观美术馆意义协商的话语分析

这个内在案例研究考察了小学生在麦肯齐艺术博物馆为期一周的参观期间对艺术博物馆的学习。博物馆是信息丰富的机构，为游客提供与自我、他人和社会互动的机会。这是一个独特的地方，供游客在课堂环境之外学习。该项目旨在分析围绕艺术的话语，并了解年轻学习者如何在艺术博物馆参观期间利用话语作为工具来创造意义。通过检查学习者的对话，该研究调查了一个意义建构框架，该框架包含了在艺术博物馆中协商见解的策略。这项研究包括大约 12 小时的视频记录数据和学生制品。数据表明，学习者通过与同龄人和博物馆教育者建立和协商对话来参与并形成新的含义。不同的话语和知识受到团体成员的重视和强化。这项研究解决了儿童在参观艺术博物馆期间的意义建构差距，说明了他们构建知识和建立联系的策略。