Kunstpædagogisk teori og praksis i et didaktisk perspektiv

Dados Bibliográficos

ID7339878
AutoresHelene Illeris (0000-0001-5002-7621), Illeris Helene (autor correspondente)
Ano1970
Fascículo1
Páginas29-29
Data de publicação1970-01-01
Open AccessSim
TipoARTICLE
PeriódicoNordisk Museologi (JOURNAL)
Identificadores do periódicoISSN: 1103-8152 • E-ISSN: 2002-0503
EditoraUniversity of Oslo Library (PUBLISHER • NO)
DOI10.5617/nm.3177
OpenAlexW2555764491
IdiomaEN
Citações recebidas1
Referências citadas4

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

Bildung · Critical theory · Curriculum · Education theory · Epistemology · Field (mathematics · Higher education · Pedagogy · Political science · Sociology · Art Education and Development · Diverse Music Education Insights · Mathematics · Museums and Cultural Heritage · Philosophy

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