educations of vision in new educational settings in art museums
Abstract/Introduction: During the last 10-20 years significant changes have occurred in educational settings in art museums. Partly as a consequence of constructivist approaches to learning, the position of the ‘good learner' has turned into the position of a subject willing to participate in educational projects where students' ways of seeing, students' voices, and students' direct interventions have become central. The ‘desiring eye' focused on sensuous, subjective, and highly individualized forms of viewing has thereby become a central requisite in new educational settings in art galleries (Illeris, 2006). In this paper I will use an example from a recent educational project to explore some of the consequences that the involvement of the viewer in participatory activities might have for the act of seeing itself. I will discuss questions such as: How do new forms of experimental educational settings challenge the dominant practices of looking of ‘the disciplined eye' and ‘the aesthetic eye'? And how do they stimulate and/or challenge the ‘desiring eye' of the participating visitor?
Synnyt Origins: Finnish Studies in Art, 2008, Vol 2008, Issue 4, p. 1-12
museumspædagogik; Visuel kultur; billedpædagogik; kunst; Museum Education; Visual Culture; art education; art