Museum research has highlighted the pedagogical value of participation, exchange, and open dialogue as key elements for learning (Hooper-Greenhill, Museums and Education. Purpose, Pedagogy, Performance. London: Routledge 2007).To reach out to the target group "young audiences 20-30 years with interest in design and film, but who seldom visit the art museum", the curatorial team invited a design academy to engage in our work in progress. This presentation will show how the collaboration with two professors and twelve students at the academy became part of the education for three months and resulted in a formal learning outcome and had great impact on the public presentation of the Cubist painting exhibition. (John Dewey’s pedagogical theories in Experience in Education (1938/1997) and Art as Experience (1934/1980) support this idea and resulted in recent singular experiments within Nordic museums through Professor Olga Dysthe and others, see f.i. Experience in Education (1938/1997) and Art as Experience (1934/1980) Breaking Boundaries. Museum Education as Research, ed. Line Engen 2023)
The collaboration was built along a method of generic learning outcomes. Art historical research leading up to the exhibition was discussed with the class. We found little was kept from Hellesen’s own design, thus it became the task for the students to fill out this gap with their own creations. (Stafne-Pfisterer, "Between Cubism, Theatre and Life", in Thorvald Hellesen. Pioneering Cubism 2023) A cubist dance performance in student costumes, bringing movement to the cubist painting was created and great visual material will be part of the presentation.

Authors:
Lin Stafne-Pfisterer, National Museum of Art, Architecture and Design, Norway

About the Presenter(s)
Lin Stafne-Pfisterer is curator education at the National Museum of Art, Architecture and Design, Oslo, Norway, which opened in 2022.

See this presentation on the full schedule – Saturday Schedule

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