[[alternative]]Art museum’s parent-child activities: schemes and learning strategies adopted by the Taipei Fine Arts Museum

[[abstract]]At the turning point of art education, a museum has become an important domain of art education and is responsible for connection between arts and the public. Thus, it is important to further examine whether museums are able to plan out appropriate parent-child activities based on the characteristics of their visitors and whether museums could apply appropriate learning strategies so that the art museum’s parent-child activities could bring parent-child co-learning into full play and provide user-friendly facilities and more attractive and interesting activities. This research will first discuss theories of planning art museum’s parent-child activities and will do a case study on the Taipei Fine Arts Museum (TFAM). By qualitative research methods, including interview, observation and literature review, the research will examine the related elements of TFAM’s planning on parent-child activities, which include goals of activities, types of activities, procedures of activities, roles of executors, and atmosphere of the environment, to thoroughly analyze the spirits and importance of parent-child co-learning during the process of activities planning and executing at TFAM. Through literature review, the planning spirit of parent-child activities and strategies of parent-child co-learning at TFAM includes the followings: 1. Factors that affect the forming of parent-child activities at TFAM include missions and objectives of educational activities, traditions, related personnel, activity benefits, and frequency. 2. The types and spirit of the parent-child activities at TFAM include Family Holiday, parent-child guided tour, and Art Experience Corner, which carry out different parent-child co-learning spirit from one another. 3. The process of designing a parent-child activity at TFAM is non-fixed but dynamic; it considers the particular atmosphere of the environment and requires coordinating with executors during activities. 4. Examining parent-child activities at TFAM by the “child-activity-parent” relationship, it shows three different learning strategies of the parent-child co-learning spirit from individual learning to co-learning. Based on the previous, the research provides suggestion and advice to activity organizer, executors, parents and children who participate in activities, and future researchers; and it also offers notes of this research for further research.