Abstract

This study examines the use of participatory art kits as a strategy for transforming family engagement within the art museum setting. Drawing on theories of experiential learning from John Dewey and participatory art practices rooted in the Fluxus art movement, my research positions art kits as tools that invite active, social, and embodied learning. Using a design-based research methodology, this study investigates how families interact with art kits within gallery spaces and how these tools influence and encourage conversation, artistic behaviors and relational dynamics. Data were collected through observation, family feedback and iterative kit redesign. Findings suggest that art kits function as relational catalysts, shifting families from spectators to co-creators and fostering dialogue that is playful, and reflective. The kits also supported multiple entry points for children ages 5-12, reducing anxiety often associated with museum norms and expanding opportunities for family meaning-making. My research contributes to museum education scholarship by offering a practical, theoretically grounded model for participatory family engagement.

Degree

College and Department

Fine Arts and Communications; Art

Rights

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