"The Twenty-Four-Inch Box in Your Living Room Is Not a Museum" -- Early Experiments in Museum Television

Autor/in	Rasmussen, Briley
Titel	"The Twenty-Four-Inch Box in Your Living Room Is Not a Museum" -- Early Experiments in Museum Television
Quelle	In: Journal of Museum Education, 44 (2019) 4, S.379-390 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rasmussen, Briley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2019.1678342
Schlagwörter	Museums; Nonschool Educational Programs; Arts Centers; Technology Uses in Education; Educational Television; Educational History; California (San Francisco); Pennsylvania; New York (New York) + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsfernsehen; Schulfernsehen; History of education; Bildungsgeschichte
Abstract	In the early 1950s television was the hot new broadcast media. The post-war economic boom meant that more and more American households were purchasing televisions, and television programming was growing to meet demand. The moment was rife with the potential to reach more and more people through the dazzling allure of television. Many American museums saw the potential to expand their audiences beyond their building to reach people who had never stepped foot inside a museum, effectively expanding the reaching of the museum into American living rooms. This idea was not without controversy. In fact, larger debates circulated at the time about whether or not television could be educational as well as entertaining. This essay examines three museum television programs that debuted in 1951-1952 and were amongst the first television program produced by museums. Produced by the San Francisco Museum of Modern Art, The Penn Museum, and The Museum of Modern Art, each program reveals individual approaches to the use of emerging technology for educational purposes. This essay considers the value of history in understanding and responding to contemporary debates about technology and change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01