Discourses and pedagogical practices in art museums
DOI:
https://doi.org/10.35362/rie530567Keywords:
museum; education; art; interpretationAbstract
The goal of this paper is to present a methodological system that allows us to analyze the ideas museums and teachers have on art and interpretation. Ideas that, conscious or unconsciously, determine the educative practices deployed at museums.
The model presents four main ways of conceiving art and interpretation that can be found, and are usually found, in educative contexts. These ideas are displayed in order, starting with more visual o perceptive theories, and ending with more experience-complex theories: The first theory considers the work of art as an event and a visual representation, and interpretation as identification. The second theory considers the work of art as sign or message that has to be unveiled and interpretation as decoding. The third theory considers the work of art as an intellectual, historic and cultural event, and interpretation as chance to reflect, to critically comprehend and to culturally review. The last theory considers the work of art as the materialization of an experience and interpretation as the intersection of experiences and an opportunity for identity development.
The system can be applied in order to make museums and teachers more conscious of the foundations that guide their practices and as a tool for improving educative practices.
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