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 1970's. Inspired by Elliot Eisner and Elisabeth Vallance's book Conflicting Conceptions of Curriculum (1974) the article individuates four conceptions within contemporary gallery education, which are presented within two models: 1. Gallery education based on theories of aesthetic experience, 2. gallery education based on theories of learning and cognition, 3. gallery education based on theories of curriculum and ‘Bildung', and 4. gallery education based on theories of social critique and change. In the second part of the article, each of the four conceptions are exemplified through 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 these eight texts all in all finally allows the author to argue for more precise curriculum-based reflections within Nordic gallery education practice.
Nordisk Museologi, 2010, Issue 1, p. 29-49
museumspædagogik; kunstformidling; kunstpædagogogik; didaktik; Art Education; Museum Education; Art Museum Education; curriculum theory