Kunstpædagogisk teori og praksis i et didaktisk perspektiv

Authors

  • Helene Illeris

DOI:

https://doi.org/10.5617/nm.3177

Keywords:

gallery education, curriculum studies, aesthetic experience, learning, bildung, social critique

Abstract

This article presents a critical study of the relationship between theory and practice in the field of gallery education, within a conceptual framework borrowed from American curriculum theory from the 1970s. Inspired by Elliot Eisner’s and Elisabeth Vallance’s book Conflicting Conceptions of Curriculum (1974), the article individuates four conceptions within contemporary gallery education, pre- sented within two models: 1. Gallery education based on theories of aesthetic expe- rience, 2. gallery education based on theories of learning and cognition, 3. gallery education based on theories of curriculum and ‘bildung’ 4. gallery education based on theories of social critique and change.

In the second part of the article, each of the four conceptions is exemplified via a systematic analysis of two contemporary Nordic or British texts on gallery education. Studies and discussions of the relationships between theory, goals and proposals for educational practices within each of this total of eight texts allow the author to argue for more precise curriculum-based reflections within Nordic gallery education practice. 

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Issue

No. 1 (2010)

Section

Articles

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