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Out of the Museum Into the Art

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In this study, we examine how students learn the art of terrain vague photographs through their engagement in the artistic process and its principles and places. At KØS – Museum of Art in Public Spaces, Denmark the educators moved their lessons on a Gordon Matta-Clark exhibition out of the museum and into a public space, similar to the urban spaces Matta-Clark explored in his art. Through art-based research, we examine how this approach supports an activist art museum pedagogy that helps students to understand art's critical potential and the relevance of such an approach for museum pedagogy at a more general level.

Keywords: Activist art pedagogy ; Art in public spaces ; Arts-based research ; Embodied criticality ; Learning through art ; Museum education ; Museum studies ; Out-of-school learning ; participatory observation ; Student participation

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Out of the Museum Into the Art
Intellect , 207 (2024); https://doi.org/10.1386/9781789389135_19
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References

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References

  1. Beyerbach, B. , & Davis, R. D. (Eds.). (2011). Activist art in social justice pedagogy: Engaging students in glocal issues through the arts. Peter Lang.
     [Google Scholar]
  2. Dewhurst, M. (2014). Social justice art: A framework for activist art pedagogy. Harvard Education Press.
     [Google Scholar]
  3. Fairchild, B. H. (2003, June). The motions of being: On intersections of lyric and narrative (a work in progress) [Paper presentation]. West Chester University Poetry Conference on Form and Narrative, West Chester, PA.
  4. Finley, S. (2018). Multimethod arts-based research. In P. Leavy (Ed.), Handbook of arts-based research (pp. 477–490). The Guilford Press.220
     [Google Scholar]
  5. Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245.
     [Google Scholar]
  6. Holm, G. , Sahlström, F. , & Zilliacus, H. (2018). Arts-based visual research. In P. Leavy (Ed.), Handbook of arts-based research (pp. 311–335). The Guilford Press.
     [Google Scholar]
  7. Illeris, H. (2008). Det pædagogiske forhold som performance. In J. Krejsler , N. Kryger , & J. Milner (Eds.), Pædagogisk antropologi – et fag i tilblivelse (pp. 119–139). Danmarks pædagogiske universitetsforlag.
     [Google Scholar]
  8. Illeris, H. (2017). Adult education in art galleries: Inhabiting social criticism and change through transformative artistic practices. In D. E. Clover , K. Sanford , L. Bell , & K. Johnson (Eds.), Adult education, museums and art galleries animating social, cultural and institutional change (pp. 229–243). Sense.
     [Google Scholar]
  9. Jalving, C. (2017). Affect and the participatory event. ARKEN Bulletin – The Art of Taking Part: Participation at the Museum, 7(2017), 115–131. https://www.arken.dk/wp-content/uploads/2017/04/bulletin-2017.pdf
    [Google Scholar]
  10. Kastner, J. , Najafi, S. , & Richard, F. (Eds.). (2005). Odd lots: Revisiting Gordon Matta-Clark's Fake Estates. Cabinet Books.
     [Google Scholar]
  11. KØS (2021). Gordon Matta-Clark: Unravel the Unfound. KØS – Museum of art in public spaces. https://www.koes.dk/en/udstillinger/tidligere-udstillinger/gordon-matta-clark-unravel-the-unfound
    [Google Scholar]
  12. Labaree, R. V. (2002). The risk of “going observationalist”: Negotiating the hidden dilemmas of being an insider participant observer. Qualitative Research, 1(2), 97–122. https://doi.org/10.1177/1468794102002001641
    [Google Scholar]
  13. Leavy, P. (2009). Method meets art: Arts-based research practice. The Guilford Press.
     [Google Scholar]
  14. Lee, P. M. (2001). Object to be destroyed: The work of Gordon Matta-Clark. MIT Press.
     [Google Scholar]
  15. Rogoff, I. (2006). “Smuggling” – An embodied criticality. European Institute for Progressive Cultural Policies. http://xenopraxis.net/readings/rogoff_smuggling.pdf
  16. Sandlin, J. A. , & Milam, J. L. (2008). “Mixing pop (culture) and politics”: Cultural resistance, culture jamming, and anticonsumption activism as critical public pedagogy. Curriculum Inquiry, 38(3), 323–350. https://doi.org/10.1111/j.1467-873X.2008.00411.x
    [Google Scholar]
  17. Solà-Morales Rubió, I. (1995). Terrain vague. In C. Davidson (Ed.), Anyplace (pp. 118–123). MIT Press.
     [Google Scholar]
  18. Ursprung, P. (2016). Eric Hattan and the crisis of representation. In A. Spira & L. Eitel (Eds.), Eric Hattan, Works, 1979–2015 (pp. 57–62). Holzwarth.
     [Google Scholar]
  19. Warming, H. (2011). Getting under their skins? Accessing young children's perspectives through ethnographic fieldwork. Childhood, 18(1), 39–53. https://doi.org/10.1177/0907568210364666
    [Google Scholar]
  20. Williams-Siegfredsen, J. (2017). Understanding the Danish forest school approach: Early years education in practice. Routledge.
     [Google Scholar]

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