The Precarious Pedagogy of Art "Working" the Museum's Ruins

Autor/in	Garoian, Charles R.
Titel	The Precarious Pedagogy of Art "Working" the Museum's Ruins
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 62 (2021) 4, S.393-407 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
DOI	10.1080/00393541.2021.1975491
Schlagwörter	Art; Museums; Experience; Art Education; Philosophy; History + Suchen Sie Ihr Suchwort? Arts; Kunst; Museum; Museumswesen; Museen; Erfahrung; Education; Art in Education; Bildung; Erziehung; Philosophie; Geschichte; Geschichtsdarstellung
Abstract	The inflecting intensity of artworks will be characterized as an affirmative critique of the archival objectives of the museum in the article that follows. It will be argued that the nuanced, vibrant materiality of art, the pedagogy that constitutes its aesthetic experience, enables ways of working out of the limits of the museum's archival aspirations and determinations. By inflecting such definite archival objectives indefinitely, the evocative potentiality of art intensifies museum experiences as matters of thinking with and through precarity. A precarious museum affects differentiated ways of being and thinking with artworks inside and the world outside of its galleries and exhibitions as a coconstituted ecosystem. Considering the indeterminate condition of our times, such experiences with and through art in the museum are constitutive in generating immanent pedagogical potentialities for art education research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01