摘要：AbstractMany educational practices within an art museum setting lack a substantial theoretical ground to underpin visual arts mediation. The absence of theoretical foundations and well-defined aims is detrimental to the quality of learning processes of museum visitors. Constructivist theories consider a multilayered structure of museum learning to meet visitors’ diverse learning needs which presupposes different strategies from the museum staff. The paper presents an integrative model of visual arts mediation for the design of theoretically well-founded arts education practices, which can be embedded in different learning contexts.
