/library/oar/handle/123456789/102955 2025-11-06T06:24:59Z /library/oar/handle/123456789/103117 Title: Assessing community engagement in museums and post-museums in Malta and their learning outcomes Abstract: Museums have been recognized as instrumental pedagogical tools in the cultural field for some time now. This information has caught the attention of academics and institutions alike, and have thus analysed this in both theory and practice, at great length. This dissertation intends to explore the relationship between the community and the museums within a Maltese context. It also questions and dissects the possible reason behind the disinterest of non-museum goers and their apathy towards culture and the arts. By means of qualitative research, I will be assessing the extent at which museums in Malta are engaging with their surrounding communities, and wider audiences too, along with the frameworks and ideologies used to achieve this. Through the cross-referencing of personal interviews carried out with nine museum case-studies in Malta and Gozo, distinctions between state institutions, ecclesial museums and post-museum spaces have emerged. As part of the conducted fieldwork, a practicum within the Valletta community also took place. Here, ten members of the community engaged with public history by means of archival photographs, captured by Guido Stilon, and made accessible by Magna Żmien. The exhibition entitled From Where I Stand, that took place last year, June 2021, invited each individual the opportunity to connect and reflect on a photo, select and then convey their thoughts and share their narrative attached to the interpretation of that said photo. Whilst engaging with these focus group members and exploring their cultural identity, the exhibition succeeded in engaging with a much wider community than envisioned. As a result of these focus groups and museum interviews, socio-political and economic issues were also brought to light. Thus, this research also aims at exploring how arts and culture can assist with improving the wellbeing of the community and the attitude to think critically, reflect and possibly challenge these social issues present today. Description: M.A.(Melit.) 2022-01-01T00:00:00Z /library/oar/handle/123456789/103115 Title: Personal development for educators through socially engaged art Abstract: This research proposes a strategy whereby educators are given opportunities for personal development within the school system in the quest of enriching their personalities in different areas such as social and emotional learning, mindfulness, and creativity. To reach these personal development goals, a socially engaged art project is serving as a vehicle to explore these specific areas. Through group discussions and sharing of experiences, the researcher together with the participants explores these topics through a creative process in an unprejudiced space for critical thinking and co-learning. To test this hypothesis, a hybrid of methodologies consisting of qualitative methods as well as arts based research is being employed. Several interviews are carried out with various educators based in different schools, namely local state schools, church schools and independent schools. Concurrently, the researcher holds a number of sessions and a focus group with nine participants in a local middle school to discuss and work on personal development goals through a creative approach. The data collected in the arts-based research informs the aesthetic project which embellishes a specific area in the school with a mural and a small community garden. Findings confirm the importance of having a personal development plan for educators to enrich their persona and reach a higher state of well-being. As a result of this SEA project, the participants feel an element of transformation in some of the areas that we discussed, and this has a positive impact on their personal and professional life. Some of the participants feel a shift in their pedagogical style to a more holistic one that promotes emotional intelligence and creative thinking among other areas. Based on the idea of building upon educators’ pre-existing qualities as well as awakening their urge for acquiring new knowledge, this project aspires to provide a platform where educators of various roles connect, discuss, create, and critically engage in their school community. Finally, this project hopes to bring more awareness among policymakers about the importance of investing in educators’ well-being, skills, and ideas. Based on participant educators’ suggestions and recommendations, a number of ideas and methods that could be implemented in school systems to facilitate personal growth, support educators’ well-being and encourage more engagement in creativity are presented in the final chapter. Description: M.A.(Melit.) 2022-01-01T00:00:00Z /library/oar/handle/123456789/103092 Title: Understanding the adult learning experience inside a science centre : a case study at Esplora’s exhibit building Abstract: Interactive science centres (ISCs) are educational facilities that provide a space for their visitors to learn science in an informal manner. The main aim of this research is to better understand the adult learning experience within the exhibit buildings inside Esplora interactive science centre. Additionally, the purpose of this research is to provide insights into the complex nature of the learning experience in informal settings. Finally, I provide suggestions on how the exhibit building can be more educationally relevant to adults. The main data for this research was collected through an online and on-site visitor questionnaire in circumstances heavily conditioned by the Covid-19 pandemic. Furthermore, ten visitors were observed engaging with exhibits at Esplora and after interviewed on their experience. Families with children are the most common and frequent visitors at Esplora. Regardless of their identity motivation for visiting Esplora, this research shows that adult visitors feel they have a positive and satisfactory learning experience. Adults feel that they do learn something about different science subjects and feel that the exhibit building is a suitable place for them to learn science. Different types of visitors are influenced by the different types of exhibits and topics offered at Esplora resulting in an overall positive learning experience. The findings in this research indicate that Esplora is providing a space for a positive adult learning experience. However, there is still need to better understand the learning experience of adultsonly groups (i.e. without children) and to discover novel ways to make the exhibit building even more scientifically appealing and relevant to the wider visitor cohort. Description: M.A.(Melit.) 2022-01-01T00:00:00Z