In order better to support children’s learning experiences, art museums have begun to establish interactive art exhibitions designed for family visitors. However, as more of these interactive exhibitions are established, some museum professionals are raising concerns about whether these exhibitions actually facilitate young visitors’ learning or impede them from engaging further with the art objects exhibited. Using the Family Room (FR) of the J. Paul Getty Museum in Los Angles as a case study, this research examines the educational principles considered and the challenges encountered when conceptualising and implementing its interactive exhibition. My research shows that the FR project team emphasised three educational principles to be integrated into the exhibition design: (1) interactive learning, (2) family as a learning unit, and (3) enhance the learning of basic artistic elements. The FR’s overarching educational objective is to encourage transfer of learning between the FR to the Getty traditional art galleries. My research concludes with three suggestions to be considered in future practices of art museum education (1) the limits and potentials of interactives, (2) the interactive exhibition design and scaffolding, and (3) transfer of learning between galleries.

中文翻译：

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盖蒂博物馆家庭活动室–有关脚手架和学习转移的教育问题

为了更好地支持儿童的学习经历，美术馆已开始建立面向家庭游客的互动式艺术展览。然而，随着更多此类互动展览的建立，一些博物馆专业人士开始担心这些展览是否真正促进了年轻游客的学习或阻碍他们进一步参与展出的艺术品。本研究以洛杉矶的J. Paul Getty博物馆的家庭活动室（FR）为例，研究了概念化和实施其互动展览时所考虑的教育原则以及所面临的挑战。我的研究表明，FR项目团队强调了将三个教育原则整合到展览设计中：（1）交互式学习，（2）家庭作为学习单位，（3）加强对基本艺术元素的学习。FR的首要教育目标是鼓励FR之间的学习转移到Getty传统美术馆。我的研究最后提出了在美术馆教育的未来实践中应考虑的三个建议：（1）互动的局限性和潜力，（2）互动展览的设计和脚手架，以及（3）画廊之间的学习转移。