Bibliografía: Arte & Aprendizaje

  • Harry S. Broudy, The Role of Imagery in Learning. The Getty Education Institute for the Arts, 1987
  • Maxine Greene, Releasing the Imagination: essays on education, the arts, and social change, Jossey-Bass Publishers, 2000
  • Mihaly Csikszentmihaly, The Art of Seeing: and interpretation of the aesthetic encounter, Getty publications, 1990
  • Richard Shusterman, Aesthetic Experience, Routledge, 2008
  • Howard Gardner, Art Education and Human Development, Getty Center for Education in the Arts
  • Arnheim, Rudolf (1986). New Essays on the Psychology of Art. Berkeley: University of California Press.
  • Arnheim, Rudolf (1989). Thoughts on Art Education (Occasional Paper, No 2). Los Angeles: The Getty Center for Education in the Arts.
  • Arnheim, Rudolf. Visual Thinking. Berkeley and Los Angeles: University of California Press, 1969.
  • Baldwin, James Mark. Thought and Things: A Study of the Development and Meaning of Thought or Generic Logic, (Volumes III and IV). New York: Arno Press, 1975.
  • Dewey, John (1980). Art as Experience. New York: Perigree Books.
  • Gardner, Howard (1990).Art Education and Human Development (Occasional Paper, No 3). Los Angeles: The Getty Center for Education in the Arts.
  • Loevinger, Jane, R. Wessler, and C. Redmore. Measuring Ego Development, Vol. I, San Francisco: Jossey-Bass, 1970.
  • Loevinger, Jane. Ego Development: Conceptions and Theories. San Franscico: Jossey-Bass, 1976.
  • Perkins, D., and B. Leondar, eds. The Arts and Cognition. Baltimore: John Hopkins University Press, 1977.
  • Perkins, David N. (1994). The Intelligent Eye: Learning to Think by Looking at Art (Occasional Paper, No 4). Los Angeles: The Getty Center for Education in the Arts.
  • Piaget, Jean (1951). Play, Dream, and Imitation in Childhood. New York: Norton.
  • Piaget, Jean (1952). The Language and Thought of the Child. London: Routledge & Kegan Paul.
  • Pinker, Steve (1997). How the Mind Works. New York: WW Norton.
  • Roberts, Lisa C. (1997). From Knowledge to Narrative: Educators and the Changing Museum. Washington, DC: Smithsonian Institution.
  • Serrell, Beverli (2000) Exhibit Labels. Altamira Press
  • Singer, Dorothy and Tracey A. Revenson (1996). A Piaget Primer . New York: Plume.
  • Tharp, Roland (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Pearson Education
  • Uhrmacher, Bruce & Matthews, Jonathan (2005). Intricate Palette, workingthe ideas of Elliot Eisner. Cambridge: Cambridge University Press.
  • Perkins, David N. (1994). The Intelligent Eye: Learning to Think by Looking at Art (Occasional Paper, No 4). Los Angeles:The Getty Center for Education in the Arts.
  • Perkins, David N. (2000). The Eureka Effect: The Art and Logic of Breakthrough Thinking. W&W Norton Company
  • Genoways, Hugh (2006) Museum Philosophy for the Twenty-first Century. Altamira Press,
  • Putnam, James. (2001) Art and Artifact:The Museum as Medium. Thames & Hudson
  • Eisner, Elliot (2004) The Arts and the Creation of Mind,Yale University Press
  • Ceppi, Giulio (editor) (1998) Children, spaces, relations-metaproject for an enviroment for young children, Reggio Children
  • Greene, Maxine (2000) Releasing the Imagination: Essays on Education, the Arts and Social Change. Jossey-Bass

Bibliografía: Educación e Interpretación en museos

  • John Falk. Identity and the Museum Visitor Experience. Cambridge, Left Coast Press, 2009
    Lynn Dierking, Susan Foutz, In Principle, In Practice: Museums as Learning Institutions. Altamira Press, 2007
  • John Falk, Lynn Dierking. Learning in Museums. Altamira Press, 2000
  • George Hein, Learning in the Museum, Routledge, London, 1999
  • Eilean Hooper-Greenhill, Museums and the Shaping of Knowledge, Routledge, London, 1998
  • Susan M. Pearce, Interpreting Objects and Collections, Routledge, London, 1994
  • Barry Lord, The Manual of Museum Learning, Altamira Press, 2007
  • G. Kavanagh, Museum Languages. Leicester University Press, 1991
  • Roberts, Lisa C. (1997). From Knowledge to Narrative: Educators and the Changing Museum. Washington, DC: Smithsonian Institution.
  • Tharp, Roland and Ronald Gallimore (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge: Cambridge University Press.
  • Howard Gardner. La Inteligencia Reformulada: las inteligencias múltiples en el siglo XXI. Paidos, 2001
  • Eilean Hopper Greenhill, Museums and Learning in the XXI Century (Museums Meanings). Routledge, 2007
  • Eilean Hooper-Greenhill, Museums and education, purpose, pedagogy, performance. Routledge, 2007
  • Bruner, Jerome (1990). Acts of Meaning. Cambridge: Harvard University Press.
  • Bruner, Jerome (1966). Toward a theory of Instruction. Cambridge: Harvard University Press.
  • Chomsky, Noam. Language and Mind. New York: Harcourt, Brace, Jovanovich,1972.
  • Tharp, Roland and Ronald Gallimore (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge: Cambridge University Press.
  • Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. The Psychology of Art. Cambridge, Massachusetts: MIT Press,1971.
  • Vygotsky, L.S. (1986). Thought and Language. Cambridge: MIT Press.
  • Wertsch, James V. Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press
  • Falk, John & Dierking, Lynn. (2000) Learning in Museums.  Altamira Press
  • Dierking, Lynn & Foutz, Susan (2007) In Principle, In Practice: Museums as Learning Institutions. Altamira Press
  • Gardner, Howard  (2001) La Inteligencia Reformulada: las inteligencias múltiples en el siglo XXI. Paidos
  • Hopper-Greenhill, Eilean (2007). Museums and Learning in the XXI Century (Museums Meanings). London:Routledge