Closing the Gap

In the 21st century, it is crucial to equip students with the necessary skills and knowledge to become active, well-informed citizens. Educational reform has highlighted the need for innovative, third- space learning environments bridging the gap between formal learning environments, traditional classroom setting, and non-formal learning environments for example a museum or library. In an attempt to bridge this gap this thesis aims to explore how Dutch art-historic city museums can collaborate with surrounding high schools to actively participate in parts of the high school curriculum covering the modern curriculum objectives. The question is answered by four sub-questions: What motivates high schools to engage in museum-based learning? How can museums effectively align with modern curriculum trends? What factors contribute to successful curriculum implementation within museums' educational programs? And finally, how can formal and informal learning fields be integrated? The research conducted 13 semi-structured interviews with educational professionals residing in Haarlem or Zutphen. The participants were divided into three categories: 5 (vice) principals, 6 teachers from high schools, and two education officers employed at Museum Haarlem and Musea Zutphen. The empirical interview data is analysed through four themes related to the sub-questions: 1. 21st-century skills, 2. Out-of-school learning contexts: third-space learning, 3. Museums and museum-based learning practices, 4. Museum-school collaborations: conditions, threats and benefits. The results of this study show how city museums can provide for innovative out-of-school learning experiences. To successfully blend the formal and informal education fields some conditions are essential. These include proper translation of methods into practices, clear communication during the collaboration process and building trust through personal contact and professional networking. Common risk factors for collaboration between city museums and high schools include security, infrastructure and time management. Whereas the benefits are exposure to real-life arts and cultural organizations, critical thinking and collaboration, learning about one's hometown and history, interdisciplinary work, professionalization of teachers and the attraction of new audiences. Regarding future trends, the research identifies the desire for cross curricular education, which can benefit the opportunities for exploring museum-based learning activities. Realizing this requires a reallocation of budgets and increased organizational freedom.