Art Museums in the Third Grade Reading Curriculum: A Rationale for Collaborative Curriculum Development

By J. Jackson.

Published by The International Journal of the Inclusive Museum

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This study explores effective engagement strategies between art museums and public schools to utilize museum collections and expertise to improve reading skills among low-income third grade students. Literacy is essential for personal advancement, but the acquisition of reading skills is complex and difficult, and especially challenging for students in under-resourced urban public school districts, where socioeconomic status and community and home environments can undermine rather than support reading acquisition. Large art museums in or near these same urban districts can be capable partners in formal engagements with public school reading curriculum. Illustrated children’s books are but one example of how image and text may be linked to captivate young audiences. My discussion provides a rationale for why third grade is the critical period to address reading challenges, and how the art museum, as an educational agency, can fulfill a core public mission.

Keywords: Learning Environment, Partnerships in Education, Reading Strategies, Art, Museum, Reading Intervention, Urban Education, Collaborative Curriculum Development

The International Journal of the Inclusive Museum, Volume 6, Issue 2, pp.153-169. Article: Print (Spiral Bound). Article: Electronic (PDF File; 564.176KB).

J. Jackson

Doctoral Student, Educational Policy, Michigan State University, Lansing, MI, USA

Ms. Jackson is completing her first year as a doctoral student with Michigan State University’s Educational Policy Program. Her research concerns the role external educational agencies can play in supplementing elementary school reading curriculum; and how to align the policies of both major external educational agencies and the school, to create a more fluid and equitable delivery of academic resources for students of inequitable beginnings.


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